Using the study material, identify the positive and negative. Positive and negative aspects of informatization of education
POSITIVE AND NEGATIVE ASPECTS OF ELECTRONIC EDUCATIONAL PUBLICATIONS
Balalaeva Elena Yurievna
National University of Bioresources and Nature Management of Ukraine, Kyiv
annotation
The article is devoted to a comparative analysis of modern printed and electronic educational publications. Much attention is paid to the study of new specific capabilities of electronic manuals, their advantages and disadvantages compared to traditional printed ones are described.
POSITIVE AND NEGATIVE ASPECTS OF ELECTRONIC TEXTBOOKS
Balalajeva Olena Yurievna
National University of Life and Environmental Sciences of Ukraine, Kyiv
Abstract
Article is devoted to comparative analysis of modern printed and electronic textbooks. Much attention is paid to the study of new specific possibilities of electronic textbooks; their advantages and disadvantages compared to traditional books are described.
The approach to understanding the relationship between printed and electronic publications in education has evolved with progress in the field of information technologies. The first stage was to provide the book with an electronic copy on a floppy disk (1970s); the next step was the idea of supplementing the printed textbook with an electronic product containing elementary tasks and Control questions in the form of tests (1980s).
Thanks to the development of information and communication technologies by the beginning of the 21st century. the prerequisites for a modern understanding of the relationship between printed and electronic publications in the educational process have been formed.
According to the observations of V. Osadchy and S. Sharov, electronic and printed textbooks, despite functional differences, have several points of intersection, namely: they contain educational material in a certain field of knowledge; correspond to the modern level of science and culture; are presented systematically and holistically, i.e. they are a whole completed work, consisting of many elements that have semantic relationships and connections among themselves.
Researchers call the following differences between an electronic textbook and a printed one:
A printed textbook is designed for a certain initial level of students’ preparation and assumes a final level of training, while an electronic textbook may contain material of several levels of complexity on a specific academic subject;
The visibility in an electronic textbook is much higher than in a printed one, which is ensured by the use of graphics, animation, sound, hyperlinks, videos, etc.;
Electronic textbooks on many subjects can be placed on one CD or other electronic media;
The electronic textbook provides multiple options and a variety of test tasks and tests that can be performed in interactive and educational modes with receiving comments;
The electronic textbook is an open system - it can be supplemented, adjusted, modified during operation;
To ensure versatility and educational purpose, electronic textbooks can have different structures;
In an electronic textbook, you can present in dynamics physical processes, objects that are inaccessible for direct observation or require unique materials or expensive equipment for their study;
Electronic textbooks support the organization of context clues, hyperlinks, etc.;
The capabilities of the computer will allow you to quickly carry out complex calculations with the results presented in digital or graphical form;
An unconditional difference between the electronic publication and the traditional one is the search system, as well as the use of hypertext capabilities for the gradual introduction of new concepts and terms.
It is believed that the term “electronic textbook” came into use along with the implementation on a personal computer of the idea of nonlinear organization of information - hypertext.
The advantages and disadvantages of electronic hypertext systems compared to printed texts are discussed in the work of V. Ageev, Yu. Drews. Among the advantages, researchers named the following:
2) comments on the text can be made in the text itself without violating its integrity;
4) text fragments can be organized into any structure; several different hierarchical structures can be formed on the same set of fragments;
5) once completed, the route is easily remembered and can be automatically completed many times; this is equivalent to the reader forming his own personal text;
6) the “navigator” can be configured not only by the reader, but also by the teacher and the automatic knowledge control system;
8) the electronic form of text representation allows you to automate the process of generating an array of keywords through automatic computer analysis of the text;
9) the ability to remember the routes taken allows you to create a recording system that acts as feedback.
At the same time, researchers also point out the disadvantages of hypertext systems: the user loses orientation in a large information array, and additional mental stress appears to choose the optimal way to study the material.
Analyzing the didactic potential of hypertext, E. Balykina names the following possibilities: hypertext acts as a communication system that connects theories, concepts, ideas, concepts, and ideas. Thanks to this, the user gets the opportunity to access “related” concepts, texts, theories, which creates a single interdisciplinary “educational space”. Hypertext can also arise as a system of relationships between thoughts in the process of thinking, creating a “semantic space.” This forms a fundamentally new technology of intellectual activity, having mastered which, the student will be able to significantly develop his thinking.
A. and I. Bashmakov believe that hypertext as an information model integrates the positive features of encyclopedias, monographs and thesauri. From encyclopedias, hypertext inherits the capabilities of detailed presentation of concepts, quick viewing of material, and alphabetical search; from monographs - the possibility of presenting material in different degrees of depth and detail, searching by content; from thesauri - disclosure of the scope and content of concepts, as well as connections between them.
The hypertext basis of electronic publications is far from their only positive difference from printing ones.
V. Ageev and Yu. Drews consider an important advantage of an electronic book compared to a printed book to be the ability to adapt to the level of knowledge, skills, psychological characteristics of students, specific characteristics of study groups, and features of the socio-cultural context of learning. The inclusion of these features in an electronic textbook gives it the property of “intelligence,” which allows it to adapt to the specific needs of users, automatically create their profiles and models, determine the level of their knowledge and skills, and, if necessary, offer help, advice, and guidance.
I. Prokopenko and others believe that electronic textbooks have technological, didactic and economic advantages over conventional ones; recognize that the pedagogical potential of an electronic textbook is much higher due to such properties as: hypertextuality, multimedia, integration, constructiveness, interactivity.
A. Osin considers the only drawback of electronic publications and resources compared to a book to be the need for hardware support - a computer; in all other aspects, according to the researcher, electronic publications have significant advantages. The scientist names the following properties of electronic publications and resources: interactivity, multimedia, modeling, communication, productivity (user work), which open up new possibilities for their use in the educational process. Thus, the interactive allows you to organize self-assessment; communication solves many issues of delivering information in the shortest possible time, allows you to remotely manage the educational process, and provides consultations with qualified teachers. The increase in productivity of a computer user can be calculated in orders of magnitude, thanks to the capabilities of databases, electronic encyclopedias, search engines, etc. Conceptually, new opportunities are provided by a combination of interactivity, multimedia and modeling, the integration of which gives rise to a new quality in the representation and knowledge of the world (virtual reality).
V. Vul considers the main features of electronic textbooks to be:
The ability to build a simple and convenient navigation mechanism within the electronic textbook;
A developed search mechanism within the electronic textbook, in particular, when using the hypertext format of the publication;
Possibility of built-in automated control of the student’s knowledge level;
Possibility of a special option for structuring the material;
The ability to adapt the textbook material being studied to the student’s level of knowledge;
The ability to adapt and optimize the user interface to the individual needs of the student.
The researcher considers the main advantage of the electronic textbook to be the possibility of interactive interaction between the student and the elements of the textbook.
I. Robert notes the following unique capabilities of information and communication technologies:
Immediate feedback between the user and information and communication technologies;
Computer visualization of educational information about the objects and processes being studied;
Computer modeling of the studied objects, phenomena, processes occurring both real and “virtually”;
Archiving, storing large volumes of information with the ability to easily access it, transfer it, and replicate it;
Automation of the processes of computational, information retrieval activities, as well as processing the results of an educational experiment with the possibility of repeating a fragment or the experiment itself many times;
Automation of processes of information and methodological support, organizational management of educational activities and monitoring of learning results.
I. Zakharova notes that the use of various information technologies in electronic publications provides them with significant didactic advantages over traditional ones: multimedia technology creates a learning environment with a vivid and visual presentation of information; 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; Based on modeling the learning process, it becomes possible to supplement the textbook with tests, track and direct the trajectory of learning the material, thus providing feedback.
To find out what characteristics of electronic textbooks are the most important, Project of the Future conducted a survey of about 300 thousand students in the United States. The answers were divided as follows: the ability to personalize books by adding comments and marking the text – 63%; self-esteem – 62%; possibility of self-education – 46%; use of NASA and Google information in real time – 52%; use, if necessary, of an online tutor – 53%; usage PowerPoint presentations from textbooks – 55%; game elements in training – 57%; use of animation and modeling – 55%; availability of video – 51%; the ability to create your own podcasts or videos – 48%; the ability to conduct video conferences – 30%, podcasts – 34%.
A. and I. Bashmakov name the following didactic and functional advantages of computer teaching aids:
Creating conditions for independent study of educational material, which allows the student to choose the place and time convenient for him to work with computer teaching aids, as well as the pace of the educational process;
Deeper individualization of learning and providing conditions for its variability;
Ability to work with models of objects and processes;
The ability to represent and interact with virtual three-dimensional images of objects;
Possibility of presenting unique information materials in multimedia form;
Possibility of automated control and more objective assessment of knowledge and skills;
The ability to automatically generate a larger number of non-repetitive tasks to monitor knowledge and skills;
Ability to search for information and convenient access to it;
Creating conditions for the effective implementation of progressive psychological and pedagogical techniques.
Thus, the use of computer tools in the educational process helps improve the quality of learning; reducing costs for organizing and conducting training events (reducing the need for printed educational materials, reducing the load on the logistics of the educational process); redistributing the workload of teachers from routine activities to creative ones (solving research and methodological problems, individual work with students); increasing the efficiency of providing the educational process with educational and methodological means and the mobility of the education system when changing the structure and content of education.
M. Izergin et al., among the didactic capabilities of electronic textbooks, note: a visual representation of objects and processes that are inaccessible for direct observation; computer modeling of processes and objects that require unique, expensive or hazardous materials and equipment to study; inclusion of audio and video clips and animation into the educational material; organization of contextual hints, links; instant navigation system; quickly carry out complex calculations with results presented in digital or graphical form; operational self-monitoring of students' knowledge when performing exercises and tests. Researchers have also noticed such an original advantage of electronic educational publications: computer technologies make it possible to interest a student in an educational subject, because for modern young people the computer and everything connected with it is increasingly becoming a natural background of life, a new aesthetics is gradually being formed, which has its origins in design computer programs.
In general, scientists interpret the dominant characteristics of electronic textbooks and manuals differently. V. Madzigon et al. believe that the most significant advantage of teaching tools focused on the use of information and communication technologies is based on the modern understanding of the principle of visibility and lies in the fact that when using pedagogical software tools such as an activity environment, students not only passively observe phenomena in their models, which are objects of study, but also have the opportunity to carry out transformative activities on these objects.
A. Morgun and A. Podlasy are convinced that the didactic advantages of new pedagogical tools with computer support are due, first of all, to the possibilities of intensifying and individualizing learning, developing student independence and adapting to their capabilities, as well as timely and continuous monitoring of progress.
However, some teachers are quite cautious in assessing the capabilities of computer teaching aids. I. Podlasy emphasizes that knowledge transmitted by a computer is inevitably incomplete, truncated, and formalized, although, according to the scientist, computer materials turn out to be very effective in studying subjects that have a logical structure.
In the remarkable expression of W. Eco, “computers are capable of disseminating new forms of literacy, but are unable to satisfy the intellectual needs that they themselves stimulate.”
A. Goremychkin notes that the complexity of preparation and the high cost of printed publications determine that the appearance of each addition to the textbook (problem book, dictionary, etc.) is clearly thought out, reasoned and fits into the methodology. The advantage of such publications is practical usefulness, the usual form of working with them and a clear connection to the curriculum, the disadvantage is the practical impossibility of prompt adjustments, limited volume, the impossibility of going beyond the program, and not always sufficient external attractiveness.
Computer materials for educational purposes, unlike printed materials, are created, replenished and modified much easier, and through the use of hyperlinks they can be expanded indefinitely. However, such a limitless increase in the volume of educational materials also has its negative properties: firstly, it mirrors the landslide growth of scientific information; secondly, it violates the rigor of the logical structure of textbooks, while the learning process itself can become unsystematic.
B. Krivitsky points out certain inconveniences in the practical use of electronic textbooks with a very dubious expansion of the possibility of obtaining new didactic results. The researcher notes that a textbook is a basic educational tool that a student should be able to use in any conditions, including when there is no access to a computer. A computer textbook limits the freedom to work in any conditions, at any time and in any place; the universality of access to it is lost. Another inconvenience is that the user only sees a small part of the text through a small screen window, and moving to other parts requires scrolling and searching for the desired place in the text.
Indeed, according to scientists, the advantages of a book that does not require any technical means for use are enhanced by the five-hundred-year tradition of its use. The book is familiar and convenient anytime, anywhere. Text publications will retain their significance, even if they are no longer, in a technological sense, printed. The simplest argument for the viability of a text is its unique ability to represent abstractions.
P. Polyansky, discussing the advantages and vulnerabilities of electronic textbooks, notes that printed books are more attractive from an aesthetic point of view than digital books in nature, to a certain extent dematerialized, electronic books that cannot provide the physical sensation of paper, binding, or the original layout of the text and visuals. The researcher considers the low cost of distributing electronic textbooks to be a positive economic factor; Filling an electronic textbook with texts costs incomparably less than printing a traditional paper-based book.
On the one hand, the advantage e-books compared to paper counterparts is that in the production process of e-books they do not use paper, paint, etc.; on the other hand, in the manufacture of electronic readers, various toxic substances that are not biochemically degradable are used in production. In addition, electronic equipment becomes obsolete much faster than printed textbooks. Formats and file types of e-books are constantly being improved and, accordingly, change, hence the problem of their compatibility with equipment arises.
V. Ageev, Yu. Drews note the following disadvantages of working with electronic textbooks and manuals: users conduct a dialogue through the display in a static working position, under time pressure, which requires increased concentration of attention and intense mental activity in the process of multi-criteria analysis of large, varied on the structure, methods of display and algorithms for processing arrays of visual information. Reading from a screen psychologically makes it difficult to understand the material.
To the objective disadvantages of computer teaching aids (the need to have a computer with the appropriate software and have the skills to work on it; the difficulty of perceiving large volumes of text material from the display screen; insufficient interactivity of computer teaching aids, the lack of direct and regular control over the implementation of the curriculum) are often added subjective ones shortcomings caused by conceptual errors in the design of individual computer teaching aids, the main one of which is their narrow interpretation as analogues of the corresponding traditional educational tools.
A large number of researchers (like the author of this study) believe that electronic textbooks and manuals are not an alternative to traditional publications, and do not replace the student’s work with a textbook.
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In connection with the use of a large number of computers and multimedia devices in teaching children, the question arises: what impact does information and communication technologies have on the educational activities of schoolchildren? Before answering this question, it is necessary to find out what ICT is and what its means are used in education.
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Positive and negative aspects of using information and communication technologies in teaching primary schoolchildren.
In the modern world we receive a large amount of information. In this regard, a person cannot do without the help of information technology. Our lives are increasingly filled with computers, and with them information technologies.
Modern education represents fluency in information technology, as a result of which the computer is perceived as one of the tools for implementing the educational process. Equipping schools with computers and purchasing software and methodological complexes for subjects make it possible to build the process of teaching lessons in a completely new way, making them more interesting, exciting, and varied. This contributes to the introduction of new pedagogical technologies into the teaching and educational process of the school. The computer can and should be used at all stages of training: preparation of classes, all stages of its implementation, consolidation and control of knowledge. The use of new information and multimedia technologies improves the quality of the educational process and also effectively influences the cognitive activity of students. Many authors consider the computer to be an effective means of enhancing learning. But meanwhile, research does not properly reflect the didactic and methodological aspects of using information and communication technologies to increase the level of cognitive interest of primary schoolchildren.
In connection with the use of a large number of computers and multimedia devices in teaching children, the question arises: what impact does information and communication technologies have on the educational activities of schoolchildren? Before answering this question, it is necessary to find out what ICT is and what its means are used in education.
Information and communication technologies (ICT)- a set of technologies that ensure recording of information, its processing and information exchanges (transmission, distribution, disclosure).
Information Technology– these are methods and means of obtaining, transforming, transmitting, storing and using information.
Also under information technologyunderstand software, hardware and devices operating on the basis of microprocessor and computer technology, as well as modern means and information exchange systems that provide operations for collecting, producing, accumulating, storing, processing and transmitting information.
Currently, various means of information and communication technologies are used. The main ICT tool of any education system is the personal computer. Computer - a universal information processing device. Its capabilities are determined by the software installed on it, namely general purpose and hardware-related, information sources, virtual constructors, simulators, test tools, comprehensive training packages, management information systems.
In modern education systems, universal office application programs and ICT tools have become widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphics packages, etc.
Thanks to the advent of computer networks and other similar ICT tools, education has acquired the ability to quickly receive information from anywhere in the world. Through the global Internet, instant access to world information resources is possible, as well asCommon ICT tools are available, including email, mailing lists, newsgroups, chat.
With the help of ICT network tools, we have access to educational, methodological and scientific information, modeling of research activities, and conducting virtual training sessions in real time.
Information technologies are divided into three groups: saving, rationalizing and creating (creative) information technologies save labor, time and material resources(printer, scanner, copier).
The following hardware is widely used in schools:
Projector - radically increases the level of visibility in the teacher’s work, as well as allowing students to present the results of their work to the whole class.
Printer - allows you to record on paper information found and created by students or a teacher for students.
- telecommunications unit -gives access to Russian and world information resources, allows for distance learning, and correspondence with other schools.
- devices for entering text information and manipulating screen objects -keyboard and mouse (and various devices for similar purposes), as well as handwriting input devices. Appropriate devices play a special role for students with motor problems, for example, with cerebral palsy.
- devices for recording (inputting) visual and audio information(scanner, camera, video camera, audio and video recorder) - make it possible to directly include information images of the surrounding world in the educational process
- data logger(sensors with interfaces) - significantly expand the class of physical, chemical, biological, environmental processes included in education while reducing educational time spent on routine data processing
- computer controlled devices- provide an opportunity for students of various ability levels to master the principles and technologies of automatic control
- intra-class and intra-school networks- allow more efficient use of available information, technical and time (human) resources, provide general access to the global information network
Audio Video means provide an effective communication environment for educational work and public events.
Information technologies can be classified according to their functional purpose. A. V. Dvoretskaya identifies the following types of information technologies: presentations, educational games and developmental programs, didactic materials, simulator programs, virtual experiment systems, electronic textbooks, electronic encyclopedias.
Presentations – This is the most common type of presentation of demonstration materials. Presentations are electronic filmstrips, but, unlike conventional filmstrips, they can include animation, audio and video fragments, and elements of interactivity, that is, a reaction to user actions can be provided. Presentations are especially interesting because they can be created by any teacher who has access to a computer with minimal time. They are actively used to present student projects.
Educational games and educational programsaimed at preschoolers and primary schoolchildren. This type includes interactive programs with game scenario. By performing various tasks during the game, students develop fine motor skills, spatial imagination, logical thinking and perhaps gain additional keyboarding skills.
Didactic materials– collections of tasks, dictations, exercises, as well as examples of abstracts and essays presented in electronic form, in the form of a simple set of file texts.
Programs – simulators perform the function of didactic materials. Modern simulator programs can track the progress of the solution and report errors.
Virtual experiment systems– software systems that allow the student to conduct experiments that would be impossible for safety or financial reasons.
Electronic textbooks and training coursescombine all or several of the above-described types of training programs into a single software package.
IN electronic encyclopediasThe functions of demonstration and reference materials are combined. In accordance with their name, they are an electronic analogue of conventional reference and information publications. Unlike their paper counterparts, such encyclopedias have additional properties and capabilities: they support a convenient search system using keywords and concepts, a convenient navigation system based on hyperlinks, and the ability to include audio and video fragments.
All of the above ICT tools allow us to assess their role in achieving the goals of education for primary schoolchildren:
Information technologies complement the content and methodology of studying the material.
ICTs make it possible to carry out individual work with both students with learning difficulties and successful students. For example, each topic offers tasks of different difficulty levels.
Increased visibility. Moreover, the visibility is of a higher level, since it is realized with the help of animation, sound, and video clips.
Visualization is the leading tool in teaching primary schoolchildren. Visual aids ensure the complete formation of any image or concept and thereby contribute to a more solid assimilation of knowledge and understanding of the connection between scientific knowledge and life. Visibility helps students develop an emotional and evaluative attitude towards the knowledge being communicated, increases interest in knowledge, makes the process of assimilation easier, and maintains the child’s attention.
Information technologies perform a number of didactic functions: educational (formation of knowledge, skills and abilities that ensure the readiness of younger schoolchildren for further education), developmental (focused on the formation of the most important components of educational activity in the process of studying the surrounding world), educational (determines the possibility of forming correct relationships with the surrounding world).
The use of modern ICT tools in all forms of education can lead to a number of negative consequences, including a number of negative factors of a psychological and pedagogical nature, as well as the negative impact of ICT tools on the physiological state and health of a primary school student.
In particular, the individual method of learning has major disadvantages associated with total individualization. Lively dialogical communication between participants in the educational process disappears.
The use of information resources published on the Internet often leads to negative consequences. To save effort, students: borrow ready-made projects, essays, and problem solving from the Internet, which has become a common fact today and does not contribute to increasing the effectiveness of teaching and education.
Children have difficulty transitioning from information circulating in the educational system to independent actions, that is, from the sign system as a form of knowledge representation on the pages of a textbook, display screen, etc. to a system of practical actions that have a fundamentally different logic than the logic of organizing a system of signs. Children develop stereotyped thinking, a lack of initiative towards activities, etc.
Extensive and unjustified use of information technology also has a negative impact on the health of younger schoolchildren. Due to the colossal amount of information presented by some means of information, the student’s attention is distracted.
One of the manifestations of the negative impact of ICT on the personality of schoolchildren is negative deviant behavior. “Deviant (deviant) behavior is the behavior of an individual or group that does not correspond to generally accepted norms, as a result of which these norms are violated by them.” Under negative deviant behavior in the field of computer technologywe understand the conscious or unconscious use of ICT to carry out certain influences aimed at causing moral, physical or economic harm to organizations or individuals.
Negative deviant behavior of schoolchildren in the field of ICT subsequently affects the lack of control over their actions and lack of responsibility for their actions. Manifestations of negative deviant behavior may be the result of negligence, moral immaturity, indifference, and lack of curiosity.
Thus, having considered the features of the introduction of information technologies into the educational process and their impact on the quality of students’ knowledge, it allows us to understand that information and communication technologies have both positive and negative effects on primary school students.
Bibliography:
- Dvoretskaya A.V., Basic types of computer teaching aids. [Text] / A.V. Dvoretskaya, 2006. – 159 p.
- Volkova S.I., Stolyarova N.N. Development of children’s cognitive abilities in mathematics lessons [Text] / Volkova S.I., Primary School. - 1990 - №7, 1991 - №7. 1992 -№7.8, 1993- №7
- Semenov L.A., “The concept of computer science in general education” [electronic resource] / http://textbook.keldysh.ru/informat/part3.htm
At the moment, there is a huge selection of multimedia products, Internet pages containing information necessary for learning a foreign language, electronic textbooks, databases with thematic texts and exercises. To achieve this goal, it is necessary to solve the following tasks: to reveal the concept of multimedia teaching aids and determine their functions; consider the most common multimedia tools used in foreign language lessons and the feasibility of their integrated use; highlight the positive...
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INTRODUCTION
1.1 Classification of multimedia educational tools and their capabilities.
CHAPTER 2. USE OF COMPUTER, MULTIMEDIA TEACHING TOOLS IN FOREIGN LANGUAGE LESSONS
2.1. Using a multimedia textbook.
2.3. Using computer presentations in foreign language lessons.
Conclusion
INTRODUCTION
Every year in modern society the role of foreign languages is increasing. Currently, the goal of teaching a foreign language is to achieve communicative competence, i.e. ability to use linguistic means in accordance with the purpose and conditions of communication.
Knowledge of a foreign language makes it possible to become familiar with world culture and use the potential of the vast resources of the global Internet in one’s activities. In this regard, there is a need to develop methods for using computer information technologies in teaching a foreign language.
Computerization of foreign language teaching helps facilitate access to information and reduce the time of language learning. At the moment, there is a huge selection of multimedia products, Internet pages containing information necessary for learning a foreign language, electronic textbooks, databases with thematic texts and exercises.
The following scientists dealt with the problems of using multimedia in foreign language lessons at school: S.V. Bondarenko, N.D. Kovalenko, M.Yu. Bukharin, L.P. Vladimirova, B.S. Gershunsky, N.L.Greydina, Z.Kh. Mirakyan, E.I. Dmitrieva, M.K. Zakharova, T.V. Karamysheva and others.
The use of computer and multimedia tools in a foreign language lesson is a current direction in methodology that requires new approaches and non-standard solutions.
Therefore, I determined the purpose of my work: to reveal the role of the integrated use of multimedia in foreign language lessons.
To achieve this goal, it is necessary to solve the following tasks:
Expand the concept of multimedia teaching aids and determine their functions;
Consider the most common multimedia tools used in foreign language lessons and the feasibility of their integrated use;
Highlight the positive and negative aspects of using computer and multimedia teaching aids in a foreign language lesson.
CHAPTER 1. CONCEPT OF MULTIMEDIA TRAINING TOOLS
1.1 Classification of multimedia educational tools and their capabilities.
Global computerization, characteristic of modern reality, has a complex impact on the education system.
Today, computer technologies are increasingly used in teaching a wide range of educational subjects. The subject “Foreign Language” is no exception. Maslyuk V.P. believes that the introduction of modern computers and the use of new information and pedagogical technologies represents a qualitatively new stage in teaching foreign languages.
Various types of computer technologies are used in foreign language lessons and in extracurricular activities: Internet resources; means of communication; electronic training programs, etc. Multimedia technologies are of particular importance in this series. The multimedia element is a component of computer technologies used in teaching foreign languages.
There are many definitions of the concept of “multimedia”. Almost all of them include text, graphic, animation, video and sound information, allowing for various presentation methods.
Under MediaWe understand information technologies that use various software and hardware to most effectively influence the learner, who is at the same time a reader, a listener, and a viewer.
According to Savchenko N.A.,multimedia is a set of hardware and software that allows the user to work interactively with heterogeneous data (graphics, text, sound, video), organized in the form of a unified information environment; computer interactive integrated systems that provide work with animated computer graphics and text, speech and high-quality sound; still images and moving video; technology that describes the procedure for the development, operation and use of information processing tools of various types; synthesis of three elements: digital information (texts, graphics, animation), analog visual information (video, photographs, paintings, etc.) and analog sound information (speech, music, other sounds); a special generalizing type of information that combines both traditional statistical visual (text, graphics) and dynamic information of various types (speech, music, video fragments, animation).
Multimedia means include almost any means that can bring different types of information into learning and other types of educational activities. Currently, schools widely use: means for recording and reproducing sound (electrophones, tape recorders, CD players); systems and means of telephone, telegraph and radio communication (telephone sets, fax machines, teletypes, telephone exchanges, radio communication systems); systems and means of television, radio broadcasting (television and radio receivers, educational television and radio, DVD players); optical and projection film and photographic equipment (photo cameras, movie cameras, overhead projectors, film projectors, epidiascopes); printing, copying, duplicating and other equipment intended for documenting and reproducing information (rotary prints, copiers, risographs, microfilm systems); computer tools that provide the possibility of electronic presentation, processing and storage of information (computers, printers, scanners, plotters), telecommunication systems that provide information transmission via communication channels (modems, networks of wired, satellite, fiber optic, radio relay and other types of communication channels intended for transmission of information).
Recently, new multimedia tools have appeared at school: an interactive whiteboard and virtual objects.
There are several approaches to the classification of multimedia teaching aids. Most often, such funds are classifiedaccording to functional or according to methodological purpose.
Classification of multimedia teaching aids by functional purpose:teaching, representing educational information and guiding learning based on students’ existing knowledge, individual capabilities and interests; diagnostic, designed to determine the level of training and intelligence of students; instrumental, intended for the design of software, preparation of educational materials; managers designed to manage the activities of trainees when performing work; administrative, designed for the automated process of organizing training; gaming, providing various types of gaming and educational-game activities.
According to methodological purposeThe following types of multimedia teaching aids are distinguished: mentoring, intended for learning new material; training (simulators) designed to process skills and abilities while repeating and consolidating the studied material; controlling ones, designed to control the level of mastery of educational material; information and reference, intended for students to obtain the necessary information, intended to create a model of an object, process, phenomenon for the purpose of studying and researching them; simulation, representing a certain aspect of reality to study its basic structural or functional characteristics using a certain limited number of parameters; demonstrations, designed for visual presentation of educational material, visualization of studied patterns, relationships between objects; gaming, designed to “play out” a learning situation in order to make an optimal decision or develop an optimal action strategy for the development of thinking; leisure, intended for extracurricular work with the aim of developing attention, reaction and creative thinking.
Summarizing the above, we can come to the conclusion that multimedia technologies are understood as a number of computer technologies that make it possible to collectively present various types of information (graphics, text, video, photography, animation, sound effects) and operate with them in accordance with existing target settings. This interpretation of multimedia is the most optimal from the point of view of teaching foreign languages and prevails in practice, including when designing a multimedia educational lesson.
- Functions of multimedia educational tools.
In the most general context, multimedia technologies in the process of teaching foreign languages are designed to perform the following functions:
1) integrate different types of information in one container object (text, sound, video, etc.) and present it, influencing different organs of human senses;
2) develop critical thinking;
3) stimulate the cognitive process;
4) carry out interactive interaction with the student;
5) adapt to the needs of the student;
6) individualize the learning process;
7) organize group work in multimedia environments;
8) develop teamwork skills;
9) create sustainable motivation;
10) create conditions as close as possible to reality for the development of educational and professional skills (virtual laboratories, excursions, museums, etc.).
CHAPTER 2. USE OF COMPUTER, MULTIMEDIA TRAINING TOOLS IN FOREIGN LANGUAGE LESSONS
- . Using a multimedia textbook.
A foreign language is an academic subject that, due to its specificity, involves the most flexible and widespread use of various teaching tools. The main role here, of course, is played by multimedia.
The most accessible of multimedia tools should be recognized as the so-called electronic textbook.
There is now a wide variety of modern multimedia textbooks, where you can find enough exercises for students of all ages and different backgrounds. They provide great assistance in teaching phonetics, forming articulation, rhythmic and intonation pronunciation skills, and increasing students’ motivation to learn a foreign language. Sounds, words, phrases and sentences are perceived by students auditorily and visually. Students have the opportunity to observe articulatory movements on a computer screen and perceive correct intonation by ear. At the same time, due to the fairly high imitative abilities of students, the correct samples are imprinted in their memory.
Why are multimedia (electronic) textbooks so attractive to teachers and students? The fact is that the information received in lessons is often subject to rapid changes. Electronic textbooks allow you to track these changes and, thus, ensure a high level of knowledge for students.
Advantages of electronic textbooks:
Visual presentation of the material (use of color, illustrations, sound, video, animation, etc.);
Fast feedback (built-in test systems provide instant control over the assimilation of the material);
The interactive mode allows students to control the speed at which they progress through the educational material;
Easy to use;
But electronic textbooks also have significant disadvantages. Among them:
Lack of real consideration of the age characteristics of the declared circle of students;
Lack of “linkage” to the specific lexical and grammatical material of the program in which the student is studying;
Studying in each of the textbooks only 1 - 2 lexical topics and the absence of a series of textbooks that respect the continuity of lexical and grammatical material;
Limited opportunities for group and team work;
Lack of real communication, which cannot be programmed even interactively;
The listed disadvantages do not make it possible to use electronic textbooks as the main means of teaching, especially at school, leaving them with an auxiliary, mainly training, role.
2.2. Using Internet resources in English lessons
Now everyone understands that the possibilities for using Internet resources are enormous. The global Internet creates conditions for obtaining any information students and teachers need, located anywhere in the world: regional studies material, news from the lives of young people, articles from newspapers and magazines, etc.
In English lessons using the Internet, you can solve a number of didactic tasks: develop reading skills and abilities using materials from the global network; improve the writing skills of schoolchildren; replenish lexicon students; to create motivation among schoolchildren to learn a foreign language. In addition, the work is aimed at studying the possibilities of Internet technologies to broaden the horizons of schoolchildren, establish and maintain business connections and contacts with their peers in other countries. Students can take part in testing, quizzes, competitions, competitions held over the Internet, correspond with peers from other countries, participate in chats, video conferences, etc.
It is important to decide for what purposes we are going to use its capabilities and resources. For example:
To include online materials in lesson content:
For students to independently search for information while working on a project.
Using information resources on the Internet, you can, by integrating them into the educational process, more effectively solve a number of didactic tasks in the classroom:
Develop reading skills and abilities by directly using online materials of varying degrees of complexity;
Improve listening skills based on authentic audio texts on the Internet, also prepared accordingly by the teacher;
Improve the skills of monologue and dialogic statements based on problem-based discussion of online materials presented by the teacher or one of the students;
Replenish your vocabulary, both active and passive, with the vocabulary of a modern foreign language;
Get acquainted with cultural knowledge, including speech etiquette, especially speech behavior various peoples in the conditions of communication, cultural characteristics, traditions of the country of the language being studied.
Several billion multimedia files in a foreign language containing educational, methodological and scientific information have been published on the Internet, which makes it possible to organize prompt consulting assistance, simulate research activities, and conduct virtual training sessions (seminars, lectures) in real time.
When preparing for a lesson, foreign language teachers have the opportunity to use materials from various domestic and foreign sites.
If a school has a language laboratory equipped with computers with Internet access, then foreign language teachers can use Internet resources directly in the classroom. However, it should be remembered that a computer does not replace a school textbook, but only complements it, making the lesson more interesting, informative, and motivating students to actively participate in the learning process.
The use of Internet technologies increases the effectiveness of the lesson if the material is selected in accordance with the objectives of the lesson, the level of language proficiency of the students, their age and interests. Students must have basic computer skills, and the teacher must be able to clearly formulate tasks. Then the pace of the lesson will be quite high, and it will take no more than 10-15 minutes to complete tasks on the computer.
On the Internet you can find a large number of sites designed specifically for those learning a foreign language. The presented materials can be used both in class and for independent work Houses.
Internet sites present authentic audio and video materials, reading texts, games, tests for students of different ages with different levels of language proficiency. The materials can be used at any stage of the lesson. All kinds of educational, language, and humorous games will help children master the vocabulary and grammar of a foreign language: find a couple of words, sign pictures, solve a crossword puzzle, fill in the blanks, unravel words, put sentences in the correct order, color pictures according to instructions, choose the correct answer to a question, etc. Further. This form of work accustoms children from a very early age to performing various types of tests, including those with a time limit. You can also find rules with detailed explanations and examples, multi-level tasks, and final tests. The materials can be used at the training stage and for testing knowledge.
Children often spend a lot of time looking for unfamiliar words in the dictionary. This task is greatly facilitated by online dictionaries. The great advantage of such dictionaries is the constant updating and replenishment of the list of words.
To increase the effectiveness of teaching a foreign language and organize operational consulting activities outside of class hours, a subject teacher can create his own website. Working with an Internet site for schoolchildren involves a creative approach to performing non-standard tasks (commenting on photos, messages from other students, communicating in mini-chat rooms, forums, posting your own materials, creating personal pages, and so on).
- Using computer presentations in foreign language lessons.
An integral part of a modern foreign language lesson is multimedia support, represented by a multimedia presentation. Multimedia accompaniment is present throughout either the entire lesson or covers most of it. The slides can present a wide variety of content elements of the training session.
Today, multimedia presentations created on the basis of Power Point are most often used in the educational process. This situation is due to several reasons. Every foreign language teacher who has the basic basics of practical computer literacy can create a Power Point presentation. You can learn how to create these presentations on your own, without attending special courses. Despite the relative ease of creation, the Power Point program allows you to create high-quality, functional products that will help achieve your learning goals.
It is important when designing a multimedia presentation for a foreign language lesson that the teacher observes the following provisions, which affect the quality and effectiveness of the created didactic product. These provisions include the following:
1) Methodological justification of the presentation. Practice shows that sometimes teachers are thoughtless about the arrangement of lesson materials on slides, which can negatively affect the organization of the educational process. Everything that is presented on the slides must be methodically thought out in detail and expedient. There is no doubt that the use of multimedia technologies in the educational process should certainly be dosed, that is, software products should be selected so that their content fully corresponds to the topic and educational material of the lesson, and to the individual characteristics of students.
2) Originality of presentation for the lesson.The teacher is the director of the lesson, and each “production” must be novel, characteristic features. Each presentation must be original. All this can arouse students’ interest in the lesson, present required material dynamic and exciting. In this vein, multimedia has powerful capabilities that need to be fully exploited.
3) Logical sequence of slides.Lesson materials on slides should be arranged in a strict logical sequence. Underestimating this can lead to disruption of the lesson.
4) Completeness of content.It is advisable to include most or all of the material on slides. Underestimation of this provision violates the integrity of a multimedia foreign language lesson and its effectiveness.
5) Literacy. Each presentation slide must be correctly designed and carefully verified. The presence of even minor defects and typos always catches the eye during the lesson and reduces general impression about him.
6) Reasonable use of multimedia effects. When creating a presentation, the teacher can use various effects - various types of highlighting text and graphic information, focusing on specific moments and phenomena, etc. However, such use of multimedia effects should be balanced, justified and not slow down the progress of the planned work. [ 9 ].
Power Point makes it possible to give a more attractive form to the presentation of materials, diversify the types of language activities, and take a fresh look at seemingly outdated material. Electronic presentations allow students to focus their attention on the most significant points of the information presented and create visual, effective examples in the form of illustrations, diagrams, diagrams, graphic compositions, etc. In this case, several types of memory are used at once: visual, auditory, emotional.
Presentations prepared in this way can also act as interactive teaching aid. They can be used both at the initial stage of learning a foreign language and at the advanced stage. The use of information technology in language teaching reflects the principle of visualization of learning thanks to new ways of presenting information. You can use a presentation in the educational process at various stages of the lesson, while its essence as a visual aid remains unchanged, only its forms change, depending on the intended purpose of its use.
For example, the use of illustrative material and animation in presentations makes it easy and accessible to introduce new vocabulary without resorting to translation into Russian. Explaining complex grammatical phenomena turns into an exciting adventure; the assimilation of grammatical structures and forms occurs involuntarily, with virtually no effort on the part of the student. Repeated playback of the situation and interactive visualization allow you to firmly consolidate the material.
With the help of electronic presentations, you can successfully train your listening comprehension skills of foreign language speech. Listening is an integral tool in teaching a foreign language. This type of speech activity allows you to master the sound side of the language being studied, its phonemic composition and intonation. In addition, when listening to texts, reports, dialogues, poetry, songs, active assimilation of lexical units of the language and its grammatical structure occurs, logical thinking and the ability to analyze information, separating the important from the unimportant, develop. The choice of material for listening is determined by the topic of the lesson and is focused on the age characteristics of students and their interests. The entire stage of preparation for listening, as well as material for listening, can be grouped in one slide in the form of control buttons for setting the action and additional effects for animation of phrases with sound.
The use of computer presentations in lessons allows you to introduce new lexical and regional studies material in the most exciting form, the principle is implementedclarity, which contributes to the solid assimilation of information. Students' independent creative work on creating computer presentations greatly expands their active vocabulary.
- Software and hardware complex “Interactive whiteboard”.
The software and hardware complex “Interactive Whiteboard”, having all the qualities of a traditional school board, has wider possibilities.
An interactive whiteboard allows you to project an image from a monitor screen onto a projection board, as well as control a computer using special felt-tip pens while constantly being near the board, as you would with a keyboard or mouse.
The SMART electronic board allows you to:
- active commenting on the material: highlighting, clarifying, adding additional information using electronic markers with the ability to change the color and thickness of the line;
- full-fledged work on translating text and individual sentences, indicating connections and relationships between words;
- typing any task text using a virtual keyboard in any application and demonstrating it in real time;
- not only familiarization with test tasks in viewing mode, but also demonstrative testing of an individual student or group of students for the entire audience, if the school does not have a computer class or cannot be provided to the teacher at the moment;
- saving the results in a separate file in the form of pictures or in HTML and PDF format.
The versatility of the interactive whiteboard will ensure that students are involved in their work, especially those who perceive information primarily kinesthetically. Of course, it is impossible to say for sure that student performance will improve as a result of using the interactive whiteboard, but students WILL be more interested in what is happening in class. They will be able to actively discuss new topics and remember material faster.
CHAPTER 3. POSITIVE AND NEGATIVE ASPECTS OF USING MULTIMEDIA.
In a modern school, a computer is a teaching tool with enormous possibilities. Computer training programs have many advantages over traditional teaching methods (training various types of speech activity, developing communication skills, automating language and speech actions, implementing an individual approach, independent work of students).
Various multimedia technologies have significantly expanded the capabilities of teachers, greatly facilitated their work, optimized the learning of foreign languages, and made this process fun and educational.
Currently, there are many opinions about whether or not to use a computer in teaching a foreign language. Some believe that a computer can replace a teacher, while others believe that a computer is not capable of presenting material the way a teacher does.
Modern society places increased demands on the education and general development of students, and the effectiveness of mastering the program. It is necessary to teach each child to receive, process, evaluate and use a large amount of information in practical activities in a short period of time. It is very important to organize the learning process so that the child actively, with interest and enthusiasm works in class, sees the fruits of his labor and can independently evaluate them.
A combination of traditional teaching methods and modern information technologies, including computer ones using Internet resources, can help the teacher in solving this difficult problem. Using a computer in the classroom allows you to make the learning process mobile, strictly differentiated, individual and interactive.
A modern computer combines the capabilities of a TV, VCR, book, calculator, telephone and is a universal tool capable of simulating various language situations; it can quickly and effectively respond to the actions and requests of the student. This method of teaching is also very attractive for teachers: it helps them better assess the child’s abilities and knowledge, encourages them to look for new, non-traditional forms and methods of teaching, and gives scope for pedagogical creativity. At the same time, the computer does not replace the teacher, but only complements him, playing the role of a tool that, when used correctly, significantly increases the efficiency of the pedagogical process.
The active use of a computer in an English lesson seems appropriate based on the specifics of the subject itself. The leading component of the content of teaching a foreign language is teaching various types of speech activity: speaking, listening, reading, writing. When learning listening, each student gets the opportunity to hear foreign speech. When learning to speak, each student can pronounce phrases in English into a microphone. When studying grammatical phenomena, each student can perform grammatical exercises, have the opportunity to solve crosswords, chainwords, search for words, and perform game exercises.
The scope of computer application in teaching foreign languages is unusually wide. The computer can be effectively used to familiarize yourself with new language material, new patterns of statements, as well as communication activities in a foreign language. At the training stage and at the stage of applying the formed knowledge, skills, and abilities, the computer can be used in a wide variety of communicative tasks and situations, taking into account the personal characteristics of the students.
The noted capabilities of the computer make it an excellent technical tool for various kinds of explanations and generalizations of the phenomena of language, speech, and speech activity.
Now all schools provide early teaching of foreign languages to students. Often in foreign language lessons the process of involving students in oral speech on various topics can be uninteresting. When working with computers, this is excluded, since the visibility and situations on the monitors required in the lessons are quite real: the “images” move, speak English, ask questions, etc. Some teachers may ask: wouldn't this turn the lesson into creative work into something entertaining? No, because in order to get a good grade when working with a computer, the student has to work creatively. He does everything with joy, and the teacher has to purchase the necessary electronic textbooks and make a selection of the necessary situations based on them, as well as print out additional questions and texts and transfer them to all computers, so that at a certain moment in the lesson students can sit down at certain computers, find and open the desired folder in “My Documents” and take, for example, a listening or reading test. It's a lot of work, but it's worth it. The joy of learning is what the use of computers in the classroom brings. And this, in turn, together with the development of thinking leads to the development of initiative speech.
Every child has an internal motive aimed at cognitive activity. The teacher’s task is to promote the development of this motive in every possible way and not let it fade away.
The use of multimedia in teaching allows you to:
Solve the problems of humanization of education;
Increase the efficiency of the educational process;
Develop the personal qualities of students (training, learnability, ability for self-education, self-education, self-training, self-development, creativity, ability to apply acquired knowledge in practice, cognitive interest, attitude to work);
Develop the communicative and social abilities of students;
Define the student as an active subject of cognition;
Take into account the individual characteristics of the student;
Carry out independent educational activities, during which the student self-learns and self-develops;
To instill in the student the skills to work with modern technologies, which contributes to his adaptation to rapidly changing social conditions for the successful implementation of his professional tasks.
At the same time, the use of multimedia in foreign language lessons also has negative aspects:
- curtailment of social contacts, reduction of social interaction and communication;
The difficulty of transitioning from a symbolic form of representing knowledge on the pages of a textbook or a display screen to a system of practical actions that have a logic different from the logic of organizing a system of signs;
Difficulties in using the large amount of information provided by modern multimedia and telecommunications tools;
Distracting students from the educational material being studied;
Negative impact on the health of all participants in the educational process.
The listed problems and contradictions indicate that the use of multimedia in school education according to the principle “the more the better” cannot lead to a real increase in the efficiency of the general secondary education system. A balanced and clearly reasoned approach is required when using multimedia resources.
In my opinion, a computer should serve as aid, like any other technical teaching aid or textbook. We should not forget that a computer has a number of advantages: it combines video-audio information, text information, the ability to record your own voice and further correct pronunciation. The computer provides enormous opportunities for testing the level of proficiency in a foreign language. A variety of tests are possible: wildcard, sample, true-false, template. A teacher can use a computer to optimize learning, increase the efficiency and objectivity of the educational process with significant time savings, to organize team work and to work with educational materials.
Conclusion
Currently, the introduction of the personal computer, multimedia technology and the global information computer network Internet affects the education system, causing significant changes in the content and methods of teaching foreign languages. The modern teacher faces the problem of finding a new pedagogical tool. In modern conditions, given the great and serious interest of students in information technology, this opportunity can be used as a powerful tool for developing motivation in foreign language lessons.
The use of multimedia learning tools makes it possible to qualitatively change the control over student activities, while providing flexibility in managing the educational process.
When using a computer, verbal communication activities should be considered from three aspects. First, how can students freely communicate in real time through the use of Email and information networks. Secondly, as an interactive dialogue interaction between a student and a computer, in which real communication goals are pursued, that is, as a human-machine dialogue. Thirdly, how students communicate in the classroom while working with computer training programs, which act as a stimulus for communication and a means of recreating the conditions of a communication situation.
Properly organized work of students with a computer and the use of multimedia can contribute, in particular, to the growth of their cognitive and communicative interest, which in turn will contribute to the activation and expansion of opportunities for independent work of students in mastering a foreign language, both in class and outside of class time.
In conclusion, one important point should be noted: multimedia tools and all their capabilities, no matter how good they are, cannot replace a teacher in the classroom; they are only an effective assistant that allows one to improve the quality of learning and make monitoring of the learned material more objective and visual. All other functions are still performed by the teacher.
LIST OF REFERENCES USED
1. Bogatyreva M.A.Multimedia technologies in teaching foreign languages // Distance and virtual learning. - 2010. - N 10. - pp. 114-124.
2. Green N.V. Multimedia as a means of media education in teaching English to primary schoolchildren // In the world of scientific discoveries. - 2013. - No. 3. - P. 26-35.
3. Lazareva O.S. Information technologies in teaching a foreign language // Actual problems humanities and natural sciences. 2010. - No. 7. p.207-210.
4. Maslyuk L.P. New technologies in the process of teaching foreign languages // Bulletin of the Kharkov National Automobile and Highway University. 2009. - No. 44. p.12-14
5. Nedelkova A.A. Multimedia technologies in teaching English // Secondary vocational education. - 2012. - No. 2. - P. 24-25.
6. Nekrasova A.N., Semchuk N.M. Classification of multimedia educational tools and their capabilities // Yaroslavl Pedagogical Bulletin. 2012 No. 2. P. 98 102.
7. Nefedova N.P. Power Point presentations in foreign language classes [Electronic resource]. Access mode:http://www.pglu.ru/lib/publications/University_Reading/2010/VII/uch_2010_VII_00033.pdf.
8. Savchenko N. A. Use of multimedia technologies in general secondary education. Electronic manual for teachers / N. A. Savchenko. M.: 2006.
9. Khilchenko T.V., Dubakov A.V. Multimedia lesson of a foreign language and organizational and technological features of its design [Electronic resource]. Access mode:http://shgpi.edu.ru/files/nauka/vestnik/2013/2013-4-17.pdf.
10 . Khraban I.A. Multimedia in the English lessonlanguage [Electronic resource]. Access mode:http://festival.1september.ru/articles/509327/.
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The expediency and effectiveness of using information technology in general secondary education
It may seem that the use of ICT tools is always justified in all areas of educational activity. Of course, in many cases this is exactly the case. At the same time, informatization of education also has a number of negative aspects. The positive and negative factors of informatization of general secondary education need to be known and taken into account in practical work by every teacher.
The use of ICT tools in the system of training schoolchildren leads to the enrichment of the pedagogical and organizational activities of secondary schools with the following significant opportunities:
- improving methods and technologies for selecting and forming the content of general secondary education;
- introduction and development of new specialized academic disciplines and areas of study related to computer science and information technology;
- making changes to the teaching of most traditional school disciplines not directly related to computer science;
- increasing the effectiveness of schoolchildren's education by increasing the level of individualization and differentiation, using additional motivational levers;
- organizing new forms of interaction in the learning process and changing the content and nature of the activities of the teacher and student;
- improving the mechanisms for managing the general secondary education system.
The process of informatization of education, supporting integration trends in the knowledge of the laws of subject areas and environment, updates the development of approaches to using the potential of information technologies for the development of schoolchildren’s personalities. This process increases the level of activity and reactivity of the student, develops the ability to think alternatively, develop the ability to develop a strategy for finding solutions to both educational and practical problems, and allows one to predict the results of the implementation of decisions made based on modeling the objects, phenomena, processes and relationships between them being studied.
The listed positive aspects of the use of information and communication technologies in general secondary education are far from the only ones. As we study specific information technologies and areas of informatization of education, numerous other “advantages” of informatization will be described.
The use of modern ICT tools in all forms of education can lead to a number of negative consequences.
In particular, most often one of the advantages of learning using information technology is the individualization of learning. However, along with the advantages, there are also major disadvantages associated with total individualization. Individualization minimizes the limited live communication between teachers and schoolchildren and students in the educational process, offering them communication in the form of a “dialogue with a computer.” This leads to the fact that a student who actively uses live speech becomes silent for a long time when working with ICT tools. The organ of objectification of human thinking - speech - turns out to be turned off, immobilized for many years of training. The student does not receive sufficient practice in dialogical communication, formation and formulation of thoughts in a professional language.
Another significant drawback of the widespread use of ICT tools in general secondary education is the curtailment of social contacts, a reduction in the practice of social interaction and communication, and individualism.
The greatest difficulty is the transition from information circulating in the educational system to independent professional actions, in other words, from the sign system as a form of knowledge representation on the pages of a textbook, display screen, etc. to a system of practical actions that have a fundamentally different logic than the logic of organizing a system of signs. This is a classic problem of applying knowledge in practice, formal knowledge, and in psychological language - the problem of transition from thought to action.
Certain difficulties and negative aspects may arise as a result of the use of modern ICT tools, which provide teachers and schoolchildren with significant freedom in searching and using information. At the same time, some teachers and students are often unable to take advantage of the freedom that modern telecommunications provide. Often, confusing and complex methods of presentation can cause the learner to be distracted from the material being studied due to various inconsistencies. In addition, the nonlinear structure of information exposes the student to the “temptation” of following the proposed links, which, if used ineptly, can distract from the main stream of presentation of the educational material.
Enormous amounts of information presented by some information tools, such as electronic reference books, encyclopedias, Internet portals, can also distract attention during the learning process.
Moreover, human short-term memory has very limited capabilities. As a rule, an ordinary person is able to confidently remember and operate simultaneously with only seven different conceivable categories. When a student is presented with different types of information at the same time, a situation may arise in which he is distracted from some types of information in order to keep track of others, skipping important information.
The use of information resources published on the Internet often leads to negative consequences. Most often, when using such ICT tools, the principle of saving energy, characteristic of all living things, is triggered: ready-made projects, abstracts, reports and solutions to problems from school textbooks borrowed from the Internet have become a common fact in school today, which does not contribute to increasing the efficiency of teaching and upbringing of schoolchildren.
A certain danger is fraught with the external superficial use of ICT tools and information resources to carry out group and individual projects of little significance in general educational terms.
For many students, a computer may simply remain an exciting toy. In this regard, it is enough to recall “overplayed” schoolchildren, which, unfortunately, are also not uncommon nowadays.
ICT tools can become not only a powerful means of formation and development of schoolchildren (as an individual; a subject of cognition, practical activity, communication, self-awareness), but also, on the contrary, contribute to the formation of stereotyped thinking, a formal and uninitiative attitude to activity, etc.
In many cases, the use of educational computerization tools unjustifiably deprives schoolchildren of the opportunity to conduct real experiments with their own hands, which negatively affects learning outcomes.
And finally, we must not forget that excessive and unjustified use of most information means has a negative impact on the health of all participants in the educational process.
Using ICT tools, teachers should take into account two possible directions for introducing information technology into the educational process. The first of them is due to the fact that ICT tools are included in the educational process as “supporting” means within the framework of traditional methods of the historically established system of general secondary education. In this case, ICT tools act as a means of intensifying the educational process, individualizing learning and partially automating the routine work of teachers related to recording, measuring and assessing the knowledge of schoolchildren.
The introduction of ICT tools within the framework of the second direction leads to a change in the content of general secondary education, a revision of methods and forms of organizing the educational process, and the construction of holistic courses based on the use of the content of information technology in individual school academic disciplines. Knowledge, abilities and skills in this case are considered not as a goal, but as a means of developing the student’s personality.
The use of information and communication technologies will be justified and will lead to increased learning efficiency if such use meets the specific needs of the education system, if full learning without the use of appropriate information technology is impossible or difficult. It is necessary to take into account several groups of such needs, determined both in relation to the educational process itself and in relation to other areas of activity of school teachers.
IN first group can be attributed to the needs associated with the formation of certain knowledge systems. Such needs arise when becoming familiar with the content of several disciplines at once, when conducting classes that are interdisciplinary in nature. In addition, they arise when studying elements of the micro and macro worlds, as well as when it is necessary to study a number of concepts, theories and laws that, with traditional teaching, cannot find the required experimental justification (study of weightlessness, familiarity with the concept of infinity).
Second group needs is determined by the need for schoolchildren to master reproductive skills. The needs of this group arise in situations related to calculations (reducing time, checking and processing results). Along with this, the needs of the second group arise when developing standard skills in each discipline (determining the division value of measuring instruments in physics, compiling isomers from the carbon skeleton in chemistry) and when developing general educational skills (general logical - systematization and classification, analysis and synthesis, reflexive - skills plan an experiment, collect and analyze information).
Third group needs is determined by the need to develop in students creative skills(the main sign of creativity is the novelty of the resulting product). Such needs arise when solving optimization problems, in which from a number of possible options one is selected - the most rational from a certain point of view, when solving problems of choosing the most economical solution or the most optimal option for the process (finding the optimal solution not only mathematically, but also graphically) . The needs of this group arise when setting and solving problems to test put forward hypotheses, when it is necessary to develop constructive and combinatorial creative skills (the use of digital constructors that allow one to assemble a whole from parts, to model objects and processes). In addition, this can also include needs arising from the need to model processes or a sequence of events, which allows the student to draw conclusions about the factors influencing the course of processes or events. And finally, the third group includes the needs that arise during a laboratory experiment, which requires instruments that are not available for a particular experiment. educational institution or a very long (short) period of time. Moreover, such a laboratory experiment can be carried out within the framework of pedagogical measurements and also entail the need to use appropriate information and telecommunication technologies.
Fourth group needs is associated with education and the need to develop certain personal qualities. The needs attributed to the fourth group arise for the organization of modeling, creating opportunities for the moral education of students through solving social, environmental and other problems (analysis possible consequences accidents, the consequences of using various technologies, which allows not only to teach students to avoid such dangers, but also to develop moral assessments of their occurrence in the modern world). Also, the need to use ICT education tools may arise to develop in schoolchildren a sense of responsibility towards other people, towards themselves and their own bodies.
All the above arguments and factors indicate that the use of ICT tools in teaching schoolchildren according to the principle “the more the better” cannot lead to a real increase in the efficiency of the general secondary education system. A balanced and clearly reasoned approach is required in using educational informatization tools.