What characterizes the knowledge level of ICT competence. Information and communication technologies in education: ICT is the competence of a modern teacher

The concept of ICT competence in modern pedagogy

At present, computers and other information technologies are firmly established in the lives of both teachers and students. Without PC skills in the modern world it is very difficult, as computerization has penetrated into all areas of activity.

The potential of ICT in education is enormous. Modern pedagogy could not pass by such a phenomenon. Accordingly, various interpretations have arisen in science. Separately, scientists paid attention to the study of the term "ICT competence".

Table 1 reflects the key approaches to the definition of ICT competence.

Table 1. Interpretation of ICT competence in pedagogy

		Statement of the definition
	V.F. Burmakina	ICT competence- confident possession of all the components of ICT literacy skills to solve emerging issues in training, educational and other activities..
	A.A. Elizarov	ICT competence is a set of knowledge, skills and experience, and it is the presence of such experience that is decisive in relation to the performance of professional functions.
	HE. Shilova M.B. Lebedev	ICT competence is the ability of an individual to solve educational, everyday, professional tasks using information and communication technologies
	L.N. Gorbunova and A.M. Semibratov	ICT competence is the readiness and ability of the teacher to independently and responsibly use these technologies in their professional activity".

Having considered the existing interpretations of the term ICT competence, we can single out a general interpretation according to which:

ICT competence- this is the ability to use information and communication technologies to access information, to search for, organize, process, evaluate it, as well as to produce and transfer / distribute, which is sufficient to successfully live and work in the emerging information society.

Figure 1. Main aspects of ICT competence

ICT competence includes several components, due to which it can be considered an independent unit of pedagogical competence according to the Federal State Educational Standard of the new generation. The basic structure of ICT competence is presented in Table 2.

Table 2. Structure of ICT competence

	Structure element
	Definition	the ability to accurately interpret the question; the ability to detail the question; finding in the text information specified explicitly or implicitly; identification of terms, concepts; justification for the request;
	Access (search)	selection of search terms, taking into account the level of detail; compliance of the search result with the requested terms (method of evaluation); formation of a search strategy; syntax quality.
	Control	creation of a classification scheme for structuring information; use of the proposed classification schemes for; structuring information.
	Integration	the ability to compare and contrast information from multiple sources; the ability to exclude irrelevant and irrelevant information; the ability to concisely and logically correctly present generalized information.
		development of criteria for selecting information in accordance with the need; selection of resources according to the developed or specified criteria; the ability to stop the search.
	Creation	the ability to develop recommendations for solving a specific problem based on the information received, including contradictory; the ability to draw a conclusion about the focus of the available information on solving a specific problem; the ability to substantiate one's conclusions; the ability to balancedly highlight the issue in the presence of conflicting information; structuring the created information in order to increase the credibility of the conclusions
	Message (transmission)	the ability to adapt information for a specific audience (by choosing the appropriate means, language and visuals); the ability to correctly quote sources (in the case and in compliance with copyright); ensuring, if necessary, the confidentiality of information; the ability to refrain from using provocative language in relation to culture, race, ethnicity or gender; knowledge of all requirements (rules of communication) related to the style of a particular communication

ICT-competence of the teacher

ICT competence of the teacher is an important element of skill level modern teacher. In the context of increasing requirements for the level of teaching subjects at school, the possession of ICT allows you to individualize the learning process and introduce innovations that will improve the assimilation of information by students and increase their interest in education.

Modern standards require that the teacher's ICT competence correspond to the content, the components of which are shown in Figure 2.

Figure 2. The content of the teacher's ICT competence

Modern teacher masters ICT in several stages, which increase the level of his professionalism. In pedagogical science, experts consider each of the stages separately. So the first stage provides for the development of the information and communication competencies of the teacher related to the organization of student learning. The second stage is characterized by the formation of pedagogical ICT competencies associated with the improvement educational process, in the mode of network pedagogical interaction.

Professional development of teachers today is becoming one of the most important tasks during the transition of schools to specialized training. It is possible to raise the system of advanced training to a new level through informatization, which is impossible without the development of the teacher's ICT competence.

The model of ICT competence that exists in modern standards allows the teacher to develop progressively, constantly expand their knowledge and capabilities in the pedagogical field.

Figure 3. ICT competency model

In ICT-competence, elements are distinguished that are formed and used in individual subjects, in integrative interdisciplinary projects, in non-subject activity. At the same time, the development of ICT competence within a particular subject contributes to the formation of meta-subject ICT competence and plays a key role in the formation of universal learning activities.

Assessment of ICT competence

Existing approaches to education require constant monitoring and assessment of the level of ICT competence of a teacher. main goal ICT competency assessments is the diagnosis of development dynamics and the timely identification of "stagnant phenomena" and gaps.

Monitoring is one of the key approaches to assessing the ICT competence of a teacher. It is aimed at studying and choosing relevant methods to eliminate deficiencies in ICT competence. Modern concept monitoring of the ICT competence of a teacher is based on the works of the famous teacher L.V. Kochegarova. Monitoring, as a method of assessing ICT competence, performs the functions of monitoring the quality of teacher training. Key functions include the following:

1. information function- allows you to record the results of training and judge the progress of each teacher, his achievements and difficulties;
2. control and corrective function– provides objective data on the level of informatization educational institution in general, ICT is the competence of an individual teacher, which serves as the basis for making adjustments to the teaching methodology, choosing an individual educational trajectory. This, in turn, will contribute to the creation of positive motivation and comfortable conditions for each teacher, taking into account the axiological aspects of adult education;
3. motivational function stimulates to improve and deepen their knowledge, develops the skills of self-control and self-esteem.

The basic level of ICT competence of a teacher should include a system of skills and abilities, which are presented in the figure below.

Figure 4. The basic level of ICT competence of a teacher

Currently, the ICT competence of teachers can be assessed through peer review of the development of their lessons. An individual teacher is considered and a comparison is made of the level of ICT use recorded in the plan and the real one. Based on the results of the comparison, a certain assessment is given.

Diagnostic map of the formation of teacher's ICT competence

The diagnostic tool presented below allows you to quickly assess the level of ICT competence of a teacher. The assessment is made using the arrangement of points in accordance with the level of a particular skill indicated in the diagnostic card:

1. 3 points - high level,
2. 2 points - average level,
3. 1 point - low level,
4. 0 - no indicator

ICT competence

	Knowledge, skills, abilities.
	Knowledge of what a personal computer is, the purpose of computer devices
	Knowledge of the purpose of software products (Windows, MS Office), their functions and capabilities
	Knowledge of the existence of computer networks (including the Internet)
	Ability to type in Word
	Ability to create a spreadsheet in Excel
	Ability to create a spreadsheet chart in Excel
	Ability to create a simple presentation for the lesson
	Ability to create a presentation for the lesson with hyperlinks, sound, etc.
	Knowledge of teaching staff in the subject
	Ability to install the program used on a demo computer, use projection equipment
	Be able to find, evaluate, select and demonstrate information from the DER
	The ability to extract and select information from the Internet on the discipline taught
	Ability to choose and use software (text and spreadsheet editors, programs for creating booklets, websites, presentation programs for the optimal presentation of various kinds of materials necessary for the educational process
	Possession of techniques for creating your own electronic didactic material.
	Using ICT to formalize thematic planning
	Use of ICT for monitoring in your subject
	Use of ICT for the preparation of various reports on the subject
	Using ICT to analyze the learning process
	Ability to create a digital portfolio and a student portfolio
	Applying organizational tools learning activities student.
	Remotely support the educational process, for example, through Dnevnik.ru.
	Organize the work of students in the framework of network communication projects (Internet Olympiads, competitions, quizzes ...)
	Creation of a bank of KIMs, test tasks
	The desire for self-education within the framework of ICT
	Interaction and collaboration with parents using ICT (e-mail, Dnevnik.ru)
	Ability to effectively build the process of communication with various participants of the EP using ICT

Literature

1. Burmakina V.F., Falina, I.N. ICT competence of students. – URL: http://www.sitos.mesi.ru/
2. Galanov A.B. Model of the formation of ICT competencies among teachers // . – URL: http://www.irorb.ru/files/magazineIRO/2011_2/7.pdf
3. Gorbunova L.M., Semibratov, A.M. Building a system for advanced training of teachers in the field of information and communication technologies based on the principle of distribution. Conference ITO-2004 // . – URL: http://ito.edu.ru/2004/Moscow/Late/Late-0-4937.html.
4. Elizarov A. A. Basic ICT-competence as the basis of teacher's Internet education: abstracts of the report // International Scientific and Practical Conference RELARN-2004.
5. Kochegarova L.V. Scientific and methodological support in the information environment as a comprehensive solution to the problem of personnel training // Sakhalin Education - XXI. 2008. No. 1. S. 3-5
6. Lebedeva M.B., Shilova O.N. What is the ICT competence of students Pedagogical University and how to form it? // Informatics and education. - 2004. - No. 3. - P. 95-100.

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APPLICATION OF ICT IN THE LESSONS

ICT-competence Russian education at the present stage of its development requires the teacher to make significant changes in the educational and extracurricular activities. ICT-competence of a teacher is: - one of the main indicators of professionalism. - key competence for solving modern problems of education - new opportunities for improving the educational process, for obtaining new knowledge for both the student and the teacher. The ICT competence of a modern teacher is the knowledge of new information technologies and the ability to use them.

Requirements for a teacher The level of a modern teacher should not lag behind the level modern student. To do this, the teacher needs: - the ability to use a computer and other digital tools; - ability to use the Internet, software; - apply modern educational technologies in practice. A teacher who owns a computer keeps up with the times, and a modern teacher should be able to speak with a student in a language he understands. ICT is the knowledge of information technologies and the ability to use them. Is one of key competencies modern man.

Competence-based approach Competence-based approach is one of those approaches that are opposed to the translation of ready-made knowledge, one of those in which an attempt is made to introduce personal meaning into the educational process. The competence-based approach is an approach that focuses on the result of education, and the result is not the sum of the acquired information, but the ability of a person to act in various problem situations. (Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence-based approach in education. Problems, concepts, tools. Educational Toolkit. - M.: APK and PRO, 2003.)

What is "competence" Competence in Latin means a range of issues in which a person is well aware, has knowledge and experience. A competent person in a certain area has the appropriate knowledge and abilities that allow him to reasonably judge this area and act effectively in it. Competence includes a set of interrelated personal qualities (knowledge, abilities, skills, methods of activity) that are set in relation to a certain range of objects and processes and are necessary for high-quality productive activity in relation to them. Competence - possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity. (A.V. Khutorsky) Competentia

ICT - competence ICT competence is the ability of a teacher to solve educational, everyday, professional tasks using information and communication technologies.

ICT - teacher's competence In order for a teacher to become competent in the field of ICT, he needs: transformation (transformation) of pedagogical activity; revision of traditional teaching attitudes, search and selection pedagogical technologies, adequate ICT, systematic self-education; exchange of pedagogical experience; creation and accumulation of developments for lessons using ICT; ensuring the continuity of the process of advanced training in the field of ICT, including with the involvement of remote educational technologies and network services; formation of a new type of thinking (self-organizing, social, type of thinking).

Advantages of ICT technologies Work experience has shown that the use of modern ICT technologies in the classroom: activates the cognitive activity of students; increases students' motivation for the subject being studied; saves time explaining the material; allows you to go beyond school textbooks, supplement and deepen their content; allows you to differentiate and individualize the work of students; makes it possible to increase the accumulation of assessments; creates comfort in the classroom

Cognitive activity Activation cognitive activity students using ICT is achieved due to: high illustrative and information saturation in the lesson; differentiation of questions to the same task; selection of interesting material; higher pace of student work.

Increasing the motivation for the subject An increase in the motivation of students for the subject being studied occurs due to: the feasibility of tasks for each student; the possibility of discussing tasks and expressing one's own opinion; introduction of a dialogue form of work when performing a task; simultaneous auditory and visual perception of the material; attracting the personal experience of students when working on assignments.

Saving study time Saving time for explaining the material is achieved by: increasing the level of lesson structuring (from general to particular; from cause to effect; from simple to complex; from known to unknown; from interesting to even more interesting) increasing the pace of work; illustrative educational material(it is better to see once than ...); activating the work of students in the classroom and increasing the level of their personal interest.

Accumulation of grades The increase in the accumulation of grades in the subject is due to: - the feasible work of all students in the lesson; - students' use of ICT in homework; - performance by students of creative tasks; - independent initiative of students in the preparation of reports, messages, illustrations, etc.

Comfort in the classroom Comfort in the classroom increases due to: age features students; - creating a creative atmosphere; - creating situations of success; - use in the lesson of collective mental activity (problem tasks, brainstorming, collective creative tasks etc.) - use in the lesson of establishing a connection between the studied material and personal experience students; - attracting the emotional attitude of students to the content of the lesson; - Establishing connections between the lesson and lessons in other subjects.

Psychological factor A variety of illustrative material raises the learning process to a qualitatively new level, arouses the interest of children. The psychological factor cannot be discounted: it is much more interesting for a modern child to perceive information in this form, and not only with the help of a textbook, diagrams and tables.

Diagnostics of knowledge Information and communication technologies expand the possibilities of diagnosing the level of assimilation of subject information when conducting: - control and generalizing lessons, - frontal surveys, - lesson surveys, - programmed surveys.

I wish you continued success in your teaching career! Thank you for your attention!

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Information and communication technologies (ICT) - the use of a computer to search, transfer, store, structure and process information. The concept of "information processing" also includes the creation of new information based on (using) existing information.

A subject teacher - a tutor teacher - uses ICT as an auxiliary tool in his pedagogical activity, but his competence in the field of ICT does not allow him (yet) to be a mentor (tutor) for other teachers in this field. owns IR technologies not only to a greater extent than a subject teacher, but also uses them more flexibly and versatile.

ICT literacy - a simple mastery of basic skills in the field of Information and Communication Technologies (ICT) ICT competence - the ability to creatively apply skills in the field of Information and Communication Technologies (ICT) The professional orientation of education and self-education of a subject teacher stimulates the development of his pedagogical competence and allows practical activities to form a subject-oriented level of ICT competence, which is so necessary in the educational process

Information processes affect all components educational system: the content of education and upbringing, the activities of pedagogical and auxiliary personnel, the solution of financial and economic issues, determine the system of landmarks and points of growth of the educational system as a whole. This is due to the fact that the educational process, which is a pedagogically organized interaction of its participants, is also an information process associated with the production, storage, exchange and consumption. various information. Due to this circumstance, it is necessary to organize a single information space of an educational institution, that is, the environment in which it will take place.

Information space of an educational institution, general principles its construction

A single information space of an educational institution is a system in which all participants in the educational process are involved and interconnected at the information level.

The goals of creating a single information space: organizing the delivery of information received from external sources within the educational institution; integration of internal processes (educational, organizational) and information technologies.

UIIP (single educational and information space) of an educational institution is a system that: includes material, technical, information and human resources; provides automation of managerial and pedagogical processes, coordinated processing and use of information, full-fledged information exchange; implies the existence of a regulatory and organizational base, technical and methodological support

Participants of the information space Administration Teachers Students Parents TOP-LEVEL LEADERS ADMINISRATION STUDENTS TEACHERS PARENTS Scheme of information links between the participants of the educational process

The information infrastructure that combines various information resources of the structural divisions of the institution and ensures their uniform use includes: software general purpose(text and graphics editors, spreadsheets, etc.); software for automating the activities of various services (for registering students and parents, for personnel records, for scheduling, for analyzing progress, for automating the library, etc.); software and methodological support for organizing the educational process (teaching and developing computer programs, electronic reference books, multimedia encyclopedias, etc.); information resources of an educational institution (single database, educational and methodical data banks, multimedia educational developments, document repository, website).

General principles of formation of the information space Before attempting to form the information space, it is necessary to solve the following tasks: Determine the circle of participants in the information space from among the participants in the educational process, the degree of their interest and forms of interaction within and outside the information field of the educational institution. Select the most common flows of basic or basic information that are easiest to formalize and, as a result, are already formalized in any (or almost any) educational institution. Clearly describe the structure of the information space and all its information levels and sublevels.

The school should create its own model of informatization and the information and educational space of the school in the information space of the region, have a team with an information culture and own information design technologies

The information space construction model can consist of several levels: The first level is the presence of one computer in an educational institution (or several, not interconnected). The common database and applications are installed on this computer. The second level is the Intranet (internal network), or the presence of several computers united in one network. The third level is the Internet, which provides for the creation and opening of access to all direct participants in the educational process and external visitors to the website of the educational institution

The website of the educational institution should provide the following features: interactive communication participants in the educational process; posting information for public viewing; placement of service information, access to which is provided only after entering the appropriate code or password; placement of individual information fields of participants containing personalized information.

Model of the information space of an educational institution Teachers Pupils Educational process Director Administration of the educational institution Accountant, supply manager Administrative and financial support Public information Librarian, psychologist, etc. Ensuring the Educational Process Head Teacher Planning and Organization of the Educational Process

Means that make up a single information space of an educational institution: means of organization and management; means of communication; means of education

The main groups of information flows, the features of their formation large groups: Planning, organization and operational management of the educational process, as the basic production process of an educational institution. Administrative management of the functioning of the educational institution and the provision of the educational process in compliance with all necessary external and internal reporting forms. Organization and maintenance of the content of the educational process. Educational process planning and management Educational institution administration Organization of content

Stages of formation of the information space of the educational institution Formation of the basic information of the educational institution Processing and concretization of basic information in the planning and management system of the educational process Transfer of information from the planning system to the administration system of the educational process and the system for ensuring the content of the educational process. Processing, archiving, storage Transfer and processing of information in additional software modules. Formation of reporting documentation

Internal information space school teacher Organization of the teacher's information space on an interschool server or a personal computer. But the workplace of a subject teacher, in addition to a computer, should include a printer and a scanner, as well as a multimedia projector.

Organization of a teacher's personal information space One of the main competencies of a subject teacher in the field of ICT is the ability to organize his computerized workplace. To do this, you need to have an idea about the main elements of a computer, system and peripheral devices (printer, scanner, etc.).

Proper organization of the workplace is a file system that is convenient for you plus application software used in professional activities. In order to be able to work with software, one must learn to work with a special environment for their work - the operating system.

All software products are divided into certain classes: Operating systems (coordinate the interaction of programs and devices). Applied software products (applications): general purpose applications (MS Word, MS Excel MS, Power Point, graphic, text and web editors): applications special purpose, for example "1C: ChronoGraph School".

Personal computer - universal technical system. Its configuration (composition of equipment) can be flexibly changed as needed. However, there is the concept of a basic configuration, which is considered typical. In such a kit, the computer is usually supplied. The concept of a basic configuration may change. Currently, four devices are considered in the basic configuration: system unit, monitor, keyboard, mouse

The advantages of a PC are: low cost, which is within the reach of an individual buyer; autonomy of operation without special requirements for conditions environment; flexibility of architecture, ensuring its adaptability to a variety of applications in the field of management, science, education, and in everyday life; "friendliness" of the operating system and other software, which makes it possible for the user to work with it without special vocational training; high operational reliability

To measure the amount of information introduced a special unit of measurement. It is called a bit (from the English phrase binary digit). So storage capacity can be measured in bits. However, practice has shown that a bit is too small a value. Therefore, another value is used, which is called a byte (byte). A byte is (so it was defined!) 8 bits. 1 byte=8 bits

But a byte is not a large quantity either. Therefore, just as we enter kilograms (that is, thousands of grams), we need to enter kilobytes (that is, thousands of bytes). 1 kilobyte = 1024 bytes

Computer devices

The system unit The following is installed in the system unit: a hard drive, which is connected to the motherboard with a special cable; a special power supply for supplying electrical energy to all devices of the system unit; devices for working with external media. Buttons are visible on the front panel of the system unit: turning on the unit (labeled Power), rebooting the computer (Reset), indicator of access to the hard disk (with the image of a cylinder), indicator of power availability.

Monitor The results of the computer are displayed on the monitor. Externally, the monitor resembles a TV. Monitors differ in many ways, in particular, screen size (like TVs). The most common now monitors with a screen diagonal of 17 inches (about 43 cm.). At the same time, the visible area of ​​​​the monitor screen is approximately 40 cm. Currently, monitors with a liquid crystal screen are becoming more common.

Keyboard The keyboard is a keyboard control device for a personal computer. Used to enter alphanumeric (character) data, as well as control commands. The combination of monitor and keyboard provides the simplest user interface. The keyboard controls the computer system, and the monitor receives feedback. Inside the keyboard housing are key sensors, decryption circuits, and a keyboard microcontroller.

Mouse The mouse is a special kind of manipulator that allows you to optimize your work with a large category of computer programs. According to the way they move, mice are divided into optical-mechanical and optical. According to the way data is transferred to the computer, mice are divided into wired and wireless.

The data that the processor will process must be taken from somewhere. Thus, we should move on to the idea of ​​computer memory (memory), we will talk about it separately. Next, you need to provide communication channels between the processor and memory. These communication channels are called buses. Processor A processor is a device that processes information.

Motherboard It is necessary to somehow place the processor, memory, buses "in space". Therefore, a special motherboard (motherboard) is made, on which places are provided for attaching the processor and memory. In this case, the board itself is made of textolite, and the tires are metal conductors deposited on this textolite.

Computer memory But now the problem arises of how to ensure a high speed of data transfer from memory to the processor and vice versa. The fact is that the processor can add and subtract (as well as multiply and divide) very quickly. I would like to give him information as quickly as he can process it. Therefore, the processes of reading from memory and writing to memory must also be very fast. And here the question arises - how to ensure this technically? The creators of computers decided that the problem should be solved in two stages (in accordance with modern technical capabilities) and divided the memory into two complexes - random access memory and long-term memory. Let's consider them.

RAM RAM responds very quickly to all processor requirements and supplies it with the requested data for processing. RAM communicates with both the processor and long-term memory. This memory is made on special chips that can very quickly exchange data with the processor.

Long term memory. HDD. Externally, the hard drive is a closed box. It often happens that the bottom of the hard drive is also closed, and you will not see any chips at all. If we remove the bottom cover, we will see that there is indeed a disk inside this box. This disk rotates at high speed (7200 rpm). Information is written (read) on its surface with the help of electromagnetic pulses. This is done by a read-write head mounted on a rod. In general, the device resembles a gramophone record player, which someone else remembers, and someone knows only from movies. Usually, when they talk about long-term memory, they mean the so-called hard drives (they are often called hard drives)

Why are there two kinds of memory? Why can't you get by with just one RAM, since it's so fast and good? There are two reasons for this. RAM needs a constant power supply. As they say, RAM volatile. When you turn off the computer, everything will be erased from it. You can, of course, turn it off. But if there is a power failure, then the fate of your information will be tragic.

Video card As a rule, modern video cards designed for games have their own specialized processor, as well as their own RAM. If the computer does not have a video card, then you cannot connect a monitor to it, even just physically: the monitor connector is located on the video card. Other cards can also be installed in the computer, for example, a sound card (for playing sounds, music), a network card (for connecting to a local computer network), and so on. To connect external devices There are special connectors on the motherboard. A monitor is used to “communicate” a computer with us. The monitor should also be connected to the motherboard. To pair them with each other in modern computers, a special bus is used. In addition, an additional device is used, which offloads the processor from the need to remember and process information about the brightness and color of dots on the monitor. This device is called a video card.

Cooler and other devices In addition to expansion cards, many other devices are used in the computer. For example, a fan for cooling the processor, a cooler.

Documents and programs You work on a computer to view, edit and create various materials. All didactic and methodical notes, task cards, descriptions laboratory work etc., as well as reports, photographs, drawings, videos, sound recordings, tables, diagrams - they are all documents. All the tools with which you perform some action on these documents are called programs.

To work with a document, you must use the appropriate program that can process documents of the appropriate type. It is clear that for drawing it is necessary to use other programs than those used for writing text. study guide. Therefore, there are many programs on the computer that can work with documents of various types.

Operating system In order for you to work with these programs, you need another special program that will make sure that all other programs work correctly so that they do not interfere with each other. Roughly speaking, such a program must link together programs, documents, and must also properly distribute access to various computer resources, such as processor, memory, long-term memory space, etc. etc. We can say that it should be a kind of NAD-program that brings everything into a system and allows you to perform operations on the elements of this system. This program is called the operating system.

An operating system exists on any computer (it is installed on a computer before you are allowed to work on that computer). It is impossible to communicate with a computer without an operating system. It is also impossible to add (install) new programs to the computer if any software has not been previously installed on the computer. operating system. You will be working with an operating system developed by Microsoft. This operating system is called Windows (windows). There are several versions of this operating system. We will consider the Microsoft Windows XP Professional operating system.

About the rest of the programs that run on the computer, they say that they run in the "environment" Windows. These programs are not just copied to a computer, but installed (installed) in a certain simple, but special way. Programs are integrated into the operating system. Therefore, programs are often referred to as Windows applications. Since they are included as a kind of autonomous objects (they organize a kind of federal state), then these programs can only be removed using a special procedure called uninstallation.

Programs are a set of specific instructions that describe how a computer should respond to certain actions of a person using a computer. (This person is called the user). Instructions are encoded with numbers. Therefore, they say that the programs are presented in digital form. Similarly, all documents are presented in digital form. Documents and programs are stored on the computer (in digital form) as separate blocks. A file is a volume of information that has a name and is recorded on a hard disk, called a file.

All documents and programs are stored as files. Programs can include several files (several tens or even hundreds) in their composition. Documents are usually stored in one file each, but there may be more a difficult situation when the document consists of multiple files. The files are placed on the computer's hard disk in the order convenient for the operating system. In order for files to be found, each file has a specific name, which consists of two parts separated by a dot: the file name itself and the file name extension. For example: MyPicture.bmp, MyPicture.bmp, MyPicture.bmp

The file name can be written in English and/or Russian letters and numbers. Spaces, dashes, underscores, etc. are allowed. The file name must not contain the following characters: forward slash (/), backslash (\), greater than sign (>), less than sign (

The file name extension indicates the type of document (actually, how it was converted to digital form and how it was restored from this form and displayed on a computer screen). Some extensions are uniquely linked to the program in which the document was created. For example: Instruction. doc - The document was created using the Microsoft Word program. Instruction. ppt - The document was created in Microsoft PowerPoint. Such documents are said to be of a certain type. So, files created in the Word program are generally represented as: *. doc And they talk about them as files of the "Word" type. The fact is that files created in one program can often be read not only in the parent program, but also in another program specially “trained” for this.

Folders Your computer can give you a list of all the files on your hard drive so you can find the file you need and start working with it. However, if your computer contains thousands or even tens of thousands of files, it will be difficult to find the right file. The situation becomes even more complicated if you need to work with some group of files related to the topic that you are currently working on. You need not only to find each file, but also remember which files you need and what they were called. Practice shows that this is a rather difficult task. To make it easier to work with files, you can organize them into groups called folders.

The principle of selecting files into groups is determined only by you. In one folder, files with different file name extensions can peacefully coexist, that is, files created by different programs. The same file can be copied from different folders. In this case, of course, there is no physical change in the location of the file. They don't take up real disk space, but they help a lot to navigate the list of files, because you can ask the computer to display only the folder names.

The file system is the general structure that defines the naming, storage, and location of files in the operating system. For Windows XP, the file system is called NTFS. When dealing with the file system, you actually work with a kind of address table, where data on the placement of files is entered. Moreover, if the full address of a person includes the region, district, city, street, house, apartment, last name and initials of the person, then the full address of the file includes the message “path” to it in the aggregate of folders. For example: Kursk region, Zolotukhinsky district, the village of Vtoraya Vorobyovka, the estate of A.A. Feta, director. The location of the file is specified in the same way: C:\Documents and Settings\ivanovps\My Documents\ Book \ Chapter -1\ Working with the Windows program.doc Here, folder names are listed through slashes called "slashes". Such an indication is called the "full file name". You can schematically represent the file system in this form.

Important: The maximum number of characters in the full address of the file is no more than 255. And if you created a file with a name of, say, 240 characters in a folder called "Preparation", then this full name admissible. But if you want to name this folder differently, for example - "Preparation for the lesson", then the operating system may refuse to perform such a renaming. So be careful not to give too long filenames.

Icons are graphic images that allow you to quickly find and launch the program you need. The program is launched by double-clicking the corresponding icon. Below the icon is its name. If the title is too long, it is interrupted by an ellipsis, as soon as you click the icon once with the left button, the title will be displayed in full.

If there is an arrow in the lower left corner of the icon, then it is a shortcut. A shortcut is a link to a program. Deleting a shortcut does not delete the program it points to.

teacher.

Important, but fragmentary elements of the ICT competence of a teacher are included in the adopted in the late 2000s. qualification requirements. Over the past time, the Russian school as a whole has been rapidly developing in the direction of informatization of all processes, becoming digital. Most teachers use a computer to prepare texts, a cell phone to send short messages. In their speeches, teachers use a projector, give students a task to search for information on the Internet, send information to parents by e-mail, etc.

In many regions of Russia, electronic journals and diaries are allowed or introduced by directives, providing partial immersion in the image

vatnoy process in the information environment (IS). A more complete immersion (involving the placement of the basic information of the educational process in the IS) provides additional pedagogical opportunities, the possession of these capabilities is a basic element of pedagogical ICT competence, along with the ability to competently enter text from the keyboard and formulate a query for searching the Internet.

GEF for elementary school(as for other levels of general education) contains as a requirement for the conditions of the educational process the professional ICT competence of the teacher, in particular, work in IS.

Professional ICT competence

Professional ICT competence is the skilled use of commonly used professional field in developed countries, ICT tools in solving professional problems where needed, and when needed.

Professional pedagogical ICT competence includes:

General user ICT competence.

General pedagogical ICT competence.

Subject-pedagogical ICT competence (reflecting professional ICT competence in the relevant field of human activity).

Each of the components includes an ICT qualification, consisting in the appropriate ability to use ICT resources.

Professional pedagogical ICT competence

2. Assumed to be present in all components of the occupational standard.

3. It is revealed in the educational process and evaluated by experts, as a rule, in the course of observing the teacher's activity and analyzing its fixation in the information environment.

Reflection of the requirements of the Federal State Educational Standard for the conditions of implementation educational program in the requirements for the professional ICT competence of a teacher and its assessment.

A description of professional pedagogical ICT competence and its individual elements is given for a situation where the requirements of the Federal State Educational Standards for the material and information conditions of the general educational process are met. If certain requirements of the Federal State Educational Standard are not met, then the elements of ICT-competence can be implemented and evaluated (verified) in a correspondingly modified form. Also, as a temporary measure, it is possible to assess the elements of ICT - competence outside the educational process, in model situations.

Components of teacher's ICT competence

General User Component

1. The use of techniques and compliance with the rules for starting, stopping, continuing and completing work with ICT tools, troubleshooting, providing consumables, ergonomics, safety precautions and other issues included in the results of mastering ICT in the main school.

2. Compliance with ethical and legal standards for the use of ICT (including the inadmissibility of unauthorized use and imposition of information).

3. Video-audio fixation of processes in the surrounding world and in the educational process.

4. Keyboard input.

5. Audiovisual text communication (two-way communication, conference, instant and delayed messages, automated text correction and translation between languages).

6. Internet and database search skills.

7. Systematic use of existing skills in everyday and professional contexts.

General pedagogical component

1 . Pedagogical activity in the information environment (IS) and its constant display in the IS in accordance with the tasks:

Planning and objective analysis of the educational process.

Transparency and understandability of the educational process to the outside world (and the corresponding access restrictions).

Organizations of the educational process:

- extradition assignments for students,

- checking tasks before the next lesson, reviewing and fixing intermediate and final results, including in accordance with a given system of criteria,

- compiling and annotating student portfolios and your own,

- remote counseling of students when completing a task, support for the interaction of a student with a tutor.

2. Organization of the educational process, in which students systematically, in accordance with the goals of education:

- conduct activities and achieve results in an open controlled information space,

- follow the norms of citing and references (if the teacher is able to use anti-plagiarism systems),

- use the tools of information activity provided to them.

3. Preparation and holding of speeches, discussions, consultations with computer support, including in the telecommunications environment.

4. Organization and conduct of group (including interschool) activities in the telecommunications environment.

5. Use of tools for designing activities (including collective), visualization of roles and events.

6. Visual communication - the use of visual objects in the communication process, including conceptual, organizational and other diagrams, video editing.

7. Prediction, projection and relative evaluation of the student's individual progress, based on the current state, personality characteristics, previous history, previously accumulated statistical information about various students.

8. Assessing the quality of digital educational resources (sources, tools) in relation to the given educational tasks of their use.

9. Taking into account the public information space, in particular the youth one.

10. Support for the formation and use of a common user component in the work of students.

11. Organization of monitoring by students of their state of health.

Subject-pedagogical component.

After the competence element is formulated, the subjects and groups of subjects in which this element is used are indicated in brackets.

1. Setting up and conducting an experiment in virtual laboratories of your subject (natural and mathematical sciences, economics, ecology, sociology).

2. Obtaining an array of numerical data using automatic reading from digital measuring devices (sensors) of video image marking, subsequent measurements and accumulation of experimental data (natural and mathematical sciences, geography).

3. Processing of numerical data using computer statistics and visualization tools (natural and mathematical sciences, economics, ecology, sociology).

4. Geolocation. Entering information into geographic information systems. Recognition of objects on maps and satellite images, combination of maps and images (geography, ecology, economics, biology).

5. The use of digital determinants, their addition (biology).

6. Knowledge of quality information sources for your subject, including:

oliterary texts and film adaptations,ohistorical documents, including

ric cards.

7. Representation of information in genealogical trees and on timelines (history, social science).

8. Use of digital technologies for musical composition and performance (music).

9. Use of digital technologies for visual creativity, including animation, animation, three-dimensional graphics and prototyping (art, technology, literature).

10. Designing virtual and real devices with digital control (technology, computer science).

11. Teacher support for the implementation of all elements of the subject-pedagogical component of the subject in the work of students.

Ways and ways of achieving professional ICT competence by a teacher.

The optimal model for achieving professional ICT competence by a teacher is provided by a combination of the following factors:

1. Introduction of the Federal State educational standard(any stage of education, for example - primary).

2. The presence of a sufficient technological base (requirement of the Federal State Educational Standard): broadband Internet channel, constant access to a mobile computer, information environment tools (IS) installed at the school.

3. The presence of a need for a teacher, the installation of the administration of an educational institution for the actual implementation of the Federal State Educational Standard, the adoption of local regulations on the work of the staff of an educational institution in IS.

4. Initial development a teacher of basic ICT competence in the advanced training system with certification through an expert assessment of his activities in the IS of an educational institution.

Tatyana Ryndina
Article "ICT - the competence of teachers in accordance with the requirements of the professional standard of the teacher"

Article "ICT - the competence of teachers in accordance with the requirements of the professional standard of the teacher"

The informatization strategy of the preschool education system is defined by the state concept as one of the priority areas in development modern society. Informatization contributes to the integration and amplification of various areas of the educational process, increases its efficiency and quality. The problem of ICT development has acquired particular urgency with the introduction of the Federal State Educational Standard for Distance Education and the Professional Standard of a Teacher. Because the modern requirements to staffing the implementation of the educational program include the availability of basic competencies for teachers related to the development of ICT and the ability to use them in teaching practice. The competence of a teacher in the field of information and communication technologies is, on the one hand, a condition that determines the creation of this environment, and on the other hand, it is a significant factor that determines professional pedagogical competence.

The creation by the head of the kindergarten of conditions for the development of ICT competencies by teachers is one of the main tasks in the process of implementing the federal state educational standard for preschool education. And the main task of a modern educator is to master ICT - technologies as a space in which professional education is carried out. pedagogical activity, incorporate them into your own activities, applying as needed. The components of modern information and communication technologies should be used by a preschool teacher when interacting with pupils, colleagues, administration and parents. A variety of forms are used to improve the ICT-competence of teachers. The most effective, from our point of view, are working in pairs, mentoring, master classes, workshops, a week of pedagogical excellence.

In the "Professional standard of the teacher" ICT competence is considered in three components:

General user ICT competence;

General pedagogical ICT competence;

Subject-pedagogical competence.

General user competence includes the simplest skills: photo and video shooting, working with text editors, as well as the skills to search for information on the Internet and use electronic media and mail.

The general pedagogical component includes the skills necessary for the work of a teacher. Including planning and analysis of their activities, organizing the educational process, writing programs for the development of children, creating electronic didactic materials, preparing and conducting consultations, both for colleagues and for parents.

The requirements for the subject-pedagogical component are put forward depending on the tasks that the educator sets for himself in the process of educational activities, the ability to find information on a particular problem and use it qualitatively.

The use of information and communication technologies in the educational process of preschool educational institutions expands the possibilities of introducing new technologies into pedagogical practice. methodological developments, contributes to the purposeful development information culture children, allows you to increase the level of interaction between teachers and parents.

ICT - technologies are an innovative resource, which ensures the availability and variability of education for preschool children.

In the system of activities of preschool educational institutions, ICT can be used:

In the organization of the educational process with children;

Organization of methodical work with teachers;

In the process of interaction with parents.

Use of ICT:

Allows you to model various situations and environments, including those that the child cannot meet in real life;

Contributes to better assimilation of the material, since all channels of perception of the material are involved;

The acquired knowledge remains in memory for a longer period and is easily restored for practical application after a brief repetition;

Cognitive activity is activated.

1. Applications of ICT for interaction with children

Using the Internet:

Additional information, which for some reason is not in the printed edition;

A variety of illustrative material, both static and dynamic (animation, video materials);

Exchange of experience, dissemination of ideas and manuals.

Multimedia presentations allow presenting the material as an algorithmic system of structured images. In this case, various channels of perception are involved, which allows children to master information not only in factographic, but also in associative form. Presentations are used to indicate the topic or illustrations for the educator's explanations; accompaniment of small theatrical scenes, a holiday, a concert, parent meetings.

Video clips, diagrams and models allow children to show those phenomena, facts and events of the world around them that are difficult or impossible to observe in real life.

The use of developing and educational programs helps to optimize the child's transition from visual-figurative to abstract thinking (through the ability to operate with symbols); increases the number of situations that the child can solve on their own, helps to overcome self-doubt, removes and prevents the fear of mistakes.

The use of ICT in organizing the educational process with children is aimed at transforming the subject-developing environment; creation of new means for the development of children; the use of new visibility that visualizes the problems to be solved. Wherein educational activities becomes dynamic and visual, as a result, cognitive interest increases, which, in turn, leads to an increase in activity, a decrease in fatigue, and the preservation of working capacity. GCD with the use of ICT encourages children to engage in search and learning activities, including searching on the Internet, on their own or together with their parents. Children not only see the results of their activities, but also realize the actions that led to these results, as well as the significance of information, without which the result cannot be achieved. At the same time, the child begins to understand the importance of information and communication resources as a source of information. Thus, the prerequisites for information culture are formed.

2. When organizing methodological work with teaching staff, ICT allows disseminate and implement advanced pedagogical experience, get acquainted with the professional experience of not only Russian, but also foreign teachers, participate in all-Russian and international Internet competitions, projects and conferences, improving their social and professional status.

Discussion of pedagogical topics with colleagues and consultations with specialists on forums in online pedagogical communities allow you to effectively and quickly expand your own professional horizons. effective form self-education is participation in webinars, where you can communicate with many leading experts in the field of preschool pedagogy and psychology, authors of programs and technologies, get modern materials for use in your work. In addition, participation in the online webinar provides an opportunity to ask the experts relevant questions and get an answer in real time. Network communication technologies give teachers the opportunity to communicate professionally in a wide audience of Internet users.

The use of ICT helps the teacher in the selection of illustrative material for the GCD, the design of stands, albums, groups, classrooms, and allows you to diversify the space-developing environment. The creation of didactic games, familiarization with the scenarios of holidays and other events, with periodicals, the preparation of group documentation using ICT make the work of the teacher more efficient. Using a computer to prepare group documentation simplifies the activities of the teacher, saves time and effort.

3. The use of ICT in the process of interaction with parents allows:

Provide a dialogue of communication partners regardless of location through e-mail, forum; expand information flows; show photos and videos; conduct online consultations of specialists for parents of frequently ill children. An effective form of organizing interaction with parents is a group site on the site of the preschool educational institution, which allows you to receive up-to-date information about the life of the group, find out the details of the past day, and receive recommendations from teachers. Such forms as online communication with parents through the site, presentation of the organization of work in a group, presentation of children's achievements, creation of electronic pages for parents on the Internet not only enrich, but also transform interaction with parents.

Contemporary preschool education can no longer do without ICT technology. Information and communication technologies increase the level of professionalism of the teacher, create additional features for its self-realization, contribute to improving the quality of the educational process, make its development much more interesting and diverse.

Literature

1. Management innovation processes in DOW. - M., Sphere, 2008

2. Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5

3. Ksenzova G. Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000

4. Kalinina T. V. Management of preschool educational institutions. "New information technologies in preschool childhood". M, Sphere, 2008

5. Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11

6. Novoselova S. L. The computer world of a preschooler. M. : New school, 1997

At the present stage of development for Russian education a priority has been established in the progressive development of society as such, along with its informatization. It is against this background that such a concept as the ICT competence of a teacher, as well as students, acquires special significance. Therefore, the issues of using IR technologies are being actively studied and implemented in the educational sphere.

concept

The life of a person of any age is closely intertwined with information technology. They are essential for both students and teachers. In the modern world, it is extremely difficult to realize oneself without basic computer skills, since this technique is now actively used in any field of activity.

The use of information technologies in the educational sphere has great prospects. The concept, as well as the features of the development of ICT competence, were described in their works by many specialists.

In general terms, ICT competence today refers to the ability to practical application communication information technologies that provide access to this or that information or its search, processing, organization of the dissemination process. Its level should be sufficient for life and work in the modern information society.

Basic structure

Part modern concept ICT competence includes several different components, due to which it is one of the main indicators of the competence of a teacher according to the Federal State Educational Standard.

The main aspects of the concept of ICT competence are:

• sufficient functional literacy in ICT as a sphere of life;
• reasonable introduction of ICT both in the processes of solving professional problems and in the framework of educational work;
• ICT as the basis of a new educational paradigm, which is aimed at the active development of students.

Goals of the teacher

By increasing the ICT competence of the teacher, the following will be gradually implemented:

• New educational goals.
• Ability to use information and communication technologies at a high level.
• New forms within the organization of the educational process.
• Content within the framework of modern educational activities.

Concepts of literacy and competence

It is important to distinguish between concepts such as ICT literacy and ICT competence of a teacher.

So, ICT literacy is understood only as knowledge of the basics of working with software products and computers as such, their basic functionality, the general concept of working on the Internet.

At the same time, within the framework of ICT competence, knowledge alone is not enough. It involves the actual use of certain information tools, their introduction into the educational process. At the present stage of development, they can be used in the course of solving cognitive and communicative issues, while conducting experiments.

Peculiarities

One of the main elements of the qualification of a modern teacher is ICT competence. Every year the level of teaching in any discipline is increasing. Due to the introduction of ICT, the educational process itself becomes individual, more effective. Thanks to the ability of the teacher to use information and communication technologies, it is possible to really increase the degree of interest of students along with the assimilation of information.

Teachers are constantly improving in accordance with the needs of the information society. To increase professionalism, several successive stages are required.

If at the first stage the teacher masters the basic information and communication skills, then at the second stage the teacher’s ICT competence is formed. This ensures continuous improvement of the current educational process against the background of pedagogical networking.

In modern educational schools when organizing the educational process, societies are certainly taken into account. There is a process of informatization along with the active development and improvement of the ICT competence of teachers themselves.

The need to improve the competence of the teaching staff

Professional improvement is now impossible without taking into account modern information technologies, since the ICT competence of a teacher is its most important component. Modern world characterizes dynamic development, the presence of extensive information flows. It is especially important for teachers to pay attention to the improvement of scientific work, educating themselves in other areas of society. Without this, it is impossible to change the ICT competence of students for the better.

It is important to pay attention to the fact that the process of forming ICT competence involves the active use of existing information tools along with their effective implementation in the educational process.

real structure

A detailed examination of the structure of ICT competence of a modern teacher highlights the presence of the following components in it:

• understanding of the need to introduce ICT in the educational sphere;
• introduction of ICT capabilities in the educational process;
• management and organization of the learning process using ICT;
• continuous professional improvement in this area.

Components of a teacher's competence

To assess the levels of ICT competence of a teacher, it is necessary to consider the presence of the following components in it:

1. Knowledge of basic electronic aids, based on the specifics of the subject, including electronic atlases and textbooks, educational resources located on the Internet.
2. The ability to install the necessary program on a computer used in the course of the educational process, the ability to practically use and create didactic electronic materials, the active use of projection technology in work.
3. The ability to use and select the appropriate software to provide students with materials in the most convenient and understandable way for them.
4. Active use of tools in the course of organizing the educational process, including software testing, electronic workbooks, etc.
5. The ability to determine the optimal form for conveying the necessary information to students, as well as parents, teaching staff and even the administration of an educational institution - this can be e-mail, a website and its sections, forums, blogs, school network opportunities, social networks, mailing lists and more.
6. The ability to find, process, evaluate and competently demonstrate information collected in educational digital resources, based on the tasks set, within the framework of the educational process.
7. The ability to competently transform incoming information for a solution learning objectives during the preparation of educational material.
8. The ability to practically use the possibilities of information technology, including the means of the Internet, for the preparation and conduct of lessons.
9. Building a digital portfolio.
10. Organization of the work of students in communication network projects such as quizzes, providing for remote conduct and control, evaluation of results.

This list of the main components of the ICT competence of a modern teacher will be gradually supplemented over time as the information community develops and improves as new achievements of scientific and technological progress appear.

The importance of the competence of participants in the educational process

At the present stage of development of society, both the ICT competencies of students and teachers are of particular importance. The fact is that now information technology has become one of the main components of the life of a modern person. Possession of them becomes a necessity, just like the ability to read, write and count. But, as the introduction of ICT into everyday life intensifies, a corresponding increase in information and communication enlightenment is also required for participants in the educational process.

Not so long ago, a new standard was introduced that is relevant for general and primary education. It requires the creation of one information and educational environment for each of educational institutions. But for this, students must also understand the intricacies of the practical use of ICT in the course of solving both educational and professional problems.

Therefore, the main task of a modern teacher is to introduce students to IR technologies along with teaching the reasonable and correct use of opportunities. information systems on practice. This is necessary for the full formation of competence, awareness and understanding of this area. Now alone computer literacy not enough - something more is needed.

It is important to be able to create such conditions for the educational process, when from the very initial stages knowledge of the world around children will get acquainted with high-tech processes, equipment. Therefore, among the priority areas for improving the educational process is precisely the work on its informatization.

Need

As noted above, ICT competence is understood as the ability to collect, evaluate, transfer, search, analyze information, model processes, objects through the full use of the capabilities of available tools within the framework of communication and information technologies.

In order for each lesson to arouse real interest on the part of students, it is important to choose the right techniques and methods for the learning process. They should be as diverse as possible, applied as needed.

Due to the high ICT competence of the teaching staff, the following opportunities have appeared:

1. Presentation of information during the educational process in a variety of ways - it can be audio, animation, text or video form.
2. The issuance of significant amounts of information for the same period of time in parts, which greatly facilitates the assimilation of the material.
3. Mobilizing the attention of students.
4. Reproduction and commenting on the flow of information.
5. Formation of cognitive interest along with an increase in motivation for learning.
6. Obtaining primary skills in working with a computer, acquaintance with the possibilities of the global Internet.
7. Activation of thinking, memory, perception and imagination during training.
8. Clarification and increase of the objectivity of the evaluation of the acquired knowledge.
9. Strengthening student motivation.

ICT competence is understood as the competent use of the capabilities of computer technology, which works both with a local network and with the Internet.

Features of competence

In the early stages, when information technologies were just beginning to be introduced into the life of modern society, ICT competence was nothing more than a component of human computer literacy. It was reduced to a certain set of technical skills and abilities within the so-called standard set.

Now information technology has become ubiquitous in modern life. Therefore, they are actively used in various fields, including in an effective educational process. This is how the concept of ICT competence of a teacher, a student appeared.

It is important to understand that a teacher's ICT competence hides a complex concept - the ability to practically implement communication and information technologies in the educational process. This indicator cannot stand still. In view of the constant development, they should also be regular.

ICT competence of a teacher includes not only theoretical knowledge, but also their real application. A modern teacher must be confident in all the basic computer programs, freely use the possibilities of the Internet, and at the same time use modern equipment such as a printer, scanner and other things.

Within the framework of the activity level, the systematic use of functional literacy in the organization of the educational process is supposed, when it gives real positive results. As part of this level, two sublevels are distinguished - innovative and creative. Implementation involves the inclusion in the educational process of modern media resources that are created taking into account the specifics of a particular subject. In turn, creative means already independent development of electronic means of various types that can be used in the course of the educational process.

Experts noticed that the active use of IR technologies in the modern educational process can significantly change the usual approach to learning. By creating an open environment for educational sphere the teacher has the opportunity to use a variety of resources and forms of education.