MDOU Tisulsky kindergarten No. 4 Pugina N.V.

Informatization of the education system makes new demands on the teacher and his professional competence. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

Areas of application of ICT by teachers of preschool educational institutions

1. Maintaining documentation.

In the process of educational activity, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parental corner. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.

An important aspect of the use of ICT is the preparation of a teacher for certification. Here you can consider both the preparation of documentation and the preparation of a portfolio.

A special place in the use of ICT is occupied by work with parents:

• Ability to demonstrate any documents, photographic materials;
• The optimal combination of individual work with group work;
• Use of ICT in parent-teacher conferences.

2. Methodical work, professional development of the teacher.

Network communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share pedagogical experience in preparing and holding events, using various methods and technologies.

To improve the level of qualification of the teacher in the work of the teacher of the preschool educational institution is the conduct of the educational process.

The educational process includes:

• organization of direct educational activities of the pupil,
• organization of joint developmental activities of the teacher and children,
• project implementation,
• creation of a developing environment (games, manuals, didactic materials).

There are 3 types of classes using ICT.

1. Lesson with multimedia support.

One personal computer is required for this course. (notebook), multimedia projector, speakers, screen.

The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.

2. Lesson with computer support

Most often, such classes are conducted using gaming training programs.

In such a lesson, several computers are used, for which several pupils work at the same time.

When organizing classes of this type, it is necessary to have a stationary computer class that meets the standards of SANPiN, licensed software.

The use of ICT does not provide for teaching children the basics of computer science and computer technology.

An important rule in the organization of such classes is the frequency of their conduct. Classes should be held 1-2 times a week, depending on the age of the children, 10-15 minutes of direct activity at the PC.

3. Diagnostic session.

To conduct such classes, special programs are required, which is rare. development of such computer programs is a matter of time. With the help of application software tools, you can develop test tasks and use them for diagnostics

With all the constant advantages of using ICT in preschool education, the following problems arise:

1. The material base of the preschool educational institution.

Not all kindergartens today can afford the creation of computer classes.

2. Protecting the health of the child.

Recognizing that the computer is a powerful new tool for the development of children, it is necessary to remember the commandment “DO NO HARM! ". The use of ICT in preschool institutions requires careful organization of both the classes themselves and the whole regimen in accordance with the age of the children and the requirements of the Sanitary Rules.

3. Insufficient ICT - the competence of the teacher.

The teacher not only has to perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specifics of the technical rules of action with each of them), but also understand the technical characteristics of the equipment, be able to work in the main application programs, multimedia programs and the Internet.

So, the use of information technology tools makes it possible to make the process of learning and development of children quite simple and effective, frees them from routine manual work, and opens up new opportunities for early education.

List of used literature

1. Management of innovative processes in preschool educational institutions. - M., Sphere, 2008.
2. Ezopova S.A. Preschool education, or Education of children of senior preschool age: innovations and traditions//Preschool Pedagogy. - 2007. -№6
3. Zakharova I. G. Information technologies in education: Proc. allowance for students. higher ped. textbook establishments. - M., 2003
4. Ksenzova G.Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000.
5. Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11.

Advice for educators.

Prepared by: Zakharova Yu.A.

Use of information and communication
technologies in the work of a teacher

The modern child lives in the world of electronic culture. Computers surround small children from birth: at home, in kindergartens, and at the doctor's. A powerful flow of new information, advertising, the use of computer technology on television and cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of a preschooler and his perception of the world around him. A 5-6-year-old kid already freely communicates with a personal computer. The nature of his favorite activity - the game - also changes significantly. Today's child assimilates only the information that interested him most of all, the closest, familiar to him, the one that evokes pleasant and comfortable feelings. Therefore, one of the means that has a unique opportunity to increase motivation and improve the education of a modern preschooler, develop his creative abilities and create a positive emotional background for educational activities is a computer. Pedagogical discussions about the introduction of ICT in the educational process have been going on for a long time. But in the modern world it is difficult to stand still, therefore, whether we want it or not, ICT is firmly included in the educational process of preschool institutions.
The computer has become a necessary and important attribute not only of the life of adults, but also a means of teaching children. Computer technology is a special direction in working with a child that can help his development. At present, it is not yet sufficiently developed in our country. If the school is actively moving forward, introducing more and more new technologies and methods of using computers, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work is just beginning and, as a rule, at the level of the teacher's personal interest. I am a supporter of the use of ICT in the preparation and conduct of direct educational activities, because I believe that a teacher, in order to communicate with a child in the same language, must be armed with modern methods and new educational technologies. Even hyperactive children, whose attention is quite difficult to keep for a long time, receive with great interest the information presented on the big screen, and even accompanied by various games and music. The penetration of modern technologies into educational practice opens up new opportunities.

The goals of using information technologies in the direct educational activities of a teacher:

· make education modern (in terms of the use of technical means);

· bring educational activities closer to the worldview of a modern child, as he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;

· establish a relationship of mutual understanding, mutual assistance between the teacher and the pupil;

· to help the teacher in the opportunity to emotionally and figuratively present the material.

· save time for both the teacher and the child, increase the density of educational activities, enrich it with new content.

· The use of ICT allows you to reproduce information simultaneously in the form of:

text

· graphic image;

· sound;

speech;

· video.

All this allows the teacher to create fundamentally new means of child development for children.

Practice has shown that when using ICT, children's interest in classes increases significantly, the level of cognitive abilities increases. The presentation helps to combine a huge amount of demonstration material, freeing from a large amount of paper visual aids, tables, reproductions, art albums, audio and video equipment. Thus, I concluded that for the education of children, a computer can serve as a “raw material”, on the basis of which I can form my own learning tools, make my presentations, slide films, carry out my educational projects, thereby creating numerous options for working that will help diversify and improve educational activities.

From the abundance of programs, theories, technologies and methods, I selected those that could help me create an integrated system of work, taking into account my individual qualities and the characteristics of the children entrusted to me.
Here are some options for using ICT in the educational process.

Use of ICT in working with children:

· Multimedia equipment (creation and demonstration of presentations, slide films, video clips, elements and techniques of a graphic image)

Direct educational activity with multimedia support - the teacher uses the computer as an "electronic board". It uses ready-made electronic slides, video or multimedia presentations. The use of multimedia presentations is advisable at any stage of educational activities. The teacher can use subject collections (illustrations, photographs, reproductions of paintings by the studied artists, video tours, video clips, interactive models, projecting them on a large screen). Using the capabilities of the PowerPoint program, I developed presentations of some topics. This program allows you to fully collect all the necessary materials for classes, and then demonstrate them in the desired sequence on the screen. Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children. Another aspect should also be touched upon. However GCD is designed, much depends on how the teacher prepares for it. It is necessary to think over the change of rhythm, diversify the forms of activity, think about how to withstand a pause if necessary, how to provide a positive emotional background.

After the theoretical part, the practical work of the children follows. In this part of the activity, options using ICT are also possible. For example, a teacher draws on a blackboard, partially blocking himself, the whole process of depiction and explanation, which negatively affects the quality of the presentation of the material, many questions arise. Also, when the teacher turns to the blackboard, he involuntarily loses contact with the children. I conclude that this method is not effective, a low result is obtained. When using computer technology, it is possible to visually and consistently show image techniques on a large screen. Visible and understandable to all.

In addition, several images can be compared on the screen at the same time, to identify their advantages and disadvantages.

· Interactive board (individual work of children, games, programs of creative workshops)

Direct educational activity using an interactive whiteboard allows you to turn the educational process into an exciting game. Children themselves become its participants. In this variant, there may be cases when students simultaneously work with the teacher, and at a certain stage they switch to individual work on the board according to the instructions of the teacher. The presentation of information on the screen in a playful way arouses great interest in children, and movements, sound, animation attract attention for a long time. The use of such programs increases the creativity of the child; the ability to operate with symbols on the monitor screen, helps to optimize the transition from visual-figurative to abstract thinking; the use of creative games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that a child can solve independently. Such games help diversify joint activities, make it more emotionally rich. For example, children are given a task: to depict an animal using geometric shapes using an interactive whiteboard. The children model the figures of animals, both realistic and from the fantasy world, thereby reinforcing knowledge about geometric shapes. Such classes are rare, but with what admiration they are perceived by the guys. And the teacher saves a lot of time, effort that would be spent on preparing handouts, tedious cutting out figures from cardboard.

· Internet resources (a selection of visual and demonstration material for the lesson, music, games, etc., lessons in the form of a virtual tour with access to the worldwide network).

Modern education is difficult to imagine without the resources of the Internet. Internet search engines provide teachers with the opportunity to find almost any material on development and learning and any photographs and illustrations for classes.

Also, with the help of the Internet, I select a musical composition corresponding to the topic of educational activities. It can be classical or modern works, songs from children's cartoons. With the help of video editing software, it's easy to create your own clip with slides changing to the music, matched to a specific topic.

Direct educational activity with access to the World Wide Web (they can be both with multimedia and computer support). If the office is connected to the Internet, you can offer to conduct a lesson in the form of a virtual tour, for example, to museums around the world.

Of course, I observe elementary sanitary standards regarding the time of work of preschool children at the computer. According to the requirements of SanPiN, direct educational activity using a computer involves 10 minutes for children 5 years old, 15 minutes for children 6-7 years old. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen. Educational activities using a computer for children aged 5-7 years should be carried out no more than once a day and no more than three times a week. In addition, while preparing multimedia presentations, I use the recommendations of psychologists on the effect of color on the cognitive activity of children, on the combination of colors and their number. At the end of the class, I do gymnastics for the eyes.

The use of ICT in methodological work:

· Development, systematization and collection of methodological developments and documentation (long-term plans, notes, games, music selection, etc.)

· Diagnostics of the creative development of children (diagrams, graphs, tables)

· Internet resources (e-mail, search engines, electronic conferences)

· Exchange of experience, didactic materials and manuals with leading experts in the field of education around the world

It's no secret that recently, in addition to developments in direct educational activities, calendar and thematic plans, a large amount of paper reporting is required from the educator. To do this, in the operating system, you can create subject folders with the development of classes, which can be divided into topics. They allow you to save and quickly find a file with documents. With the help of organizer programs, you can keep an individual diary of a child, record various data about him, test results, build graphs, and generally track the dynamics of a child's development. This can be done manually, but the time costs are not comparable. An important aspect of using a computer is maintaining a database of books. Today, a very large number of books on the upbringing and development of children have appeared, many books reflect integrated approaches to education, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database. E-mail, search engines, electronic conferences are also becoming an integral part of modern education. On the Internet, you can find information on the problems of learning and development, about innovative kindergartens, foreign early development institutes, and establish contacts with leading experts in the field of education.

Use of ICT in work with teachers:

· Multimedia equipment (creation and demonstration of presentations for consultations and seminars for teachers)

Forms of work with parents:

· Creation of a page with photo lessons on the website of the institution;

· Communication with parents online through the institution's website;

· Internet resources (posting on the website of the institution and on the pedagogical websites of their notes, consultations, work experience, maintaining their own blog)

· Demonstration of presentations of the organization of work with children;

· Creating your own blog on the Internet;

· Organization of final exhibitions using slide shows of children's works

And these are just some of the opportunities you can take advantage of. It is hard to imagine how much more interesting things you can learn by starting to use ICT in your work.

An educator who creates or uses information technology is forced to pay great attention to the logic of the presentation of the material, which has a positive effect on the level of knowledge of pupils.

The use of information technology in a preschool educational institution makes it possible to overcome the intellectual passivity of children, makes it possible to increase the effectiveness of the educational activities of a preschool teacher.

In conclusion, I want to note that the use of ICT leads to a number of positive effects:

1. Enriches the lesson with emotional coloring

2. Psychologically facilitates the process of assimilation

3. Excites a keen interest in the subject of knowledge

4. Expands the general outlook

5. Increasing use of visual aids in the classroom

6. Frees you from routine manual work;

7. Increases the productivity of the teacher and the child.

ON THE TOPIC:

Influence of teacher's ICT-competence on improving the quality of students' knowledge.

Everything that is happening in society now is reflected in the school as in a mirror. What should be the school, education, teacher?
Modern lesson is impossible without the use of information and telecommunication technologies.

Modern teacher should act not only as a carrier of knowledge, but also as an organizer of educational and cognitive, educational and search, project activities using information and communication technologies.
Still, the power of computers should not be exaggerated. We must not forget that the transfer of information is not a guarantee of the transfer of knowledge and culture, information and communication technologies These are just effective aids.

What should a primary school teacher know about ICT? How much does he need to know the computer and the Internet?
Here is a list of knowledge, skills and abilities of a modern teacher, proposed by colleagues on the Internet:

Have an idea about the device of the computer

Have an idea about the main keys, folders and programs in the computer.

Be able to find, open, close, create, rename, copy, cut, move, delete files and folders.

Have an idea about the amount of information.

Be aware of file types.

Be able to print lesson development, event script, report, seminar program, etc.

Be able to print a questionnaire for students (parents), a table with data, etc.

Be able to print a letter (congratulations, announcement, invitation, etc.)

Create didactic materials in Word / Excel (control, independent work, test tasks).

Be able to copy and paste fragments of text, drawings from one file to another.

Be able to insert headers and footers with your data.

Be able to prepare a file for printing on a printer, use a printer.

Have an idea about the Internet, domains, sites and their addresses.

Be able to find the information you need through search engines.

Be able to save the necessary information found on the Internet.

Be able to find graphics.

Be able to maintain your directory of addresses in notepad.

Use e-mail, send files by mail.

Chat, forum, ICQ (Mail-agent, Skype? NSN, etc.).

Be able to copy texts and pictures from the Internet.

Be able to open music and video files.

Use the simplest graphic editor.

Change the parameters of digital photos: size, brightness, contrast, etc.

Create electronic presentations for the lesson.

Be able to install a training CD-ROM and understand its contents.

Have the skill of self-acquaintance with interactive programs.

Be able to use programs-designers of tests, crossword puzzles, textbooks.

Have an idea of ​​the multimedia resources for the lesson.

The main tasks of the modern school- revealing the abilities of each student, raising a decent and patriotic person, a person ready for life in a high-tech, competitive world.
The main task of today's teacher- develop critical thinking of children, teach them to think and be ready for vigorous activity.

The main purpose of the standards of the new generation is the formation of modern man.

It means:

information competence the ability to search, analyze, transform, apply information to solve problems;

communicative competence ability to cooperate with people;

self-organization the ability to set goals, plan, use personal resources;

With self-formation willingness to design and implement their own educational trajectory throughout life, ensuring success and competitiveness.

But for this, the teacher himself must be very competent in many aspects of education. Therefore, increasing and improving the ICT competence of teachers is one of the most important tasks facing the education system.

What do we mean by ICT-literacy and ICT-competence of a teacher?
ICT literacy- knowledge of what a computer is, knowledge of programs, their functions and capabilities, the ability to “press the right buttons”, knowledge of the existence of computer networks.
ICT competence– not only knowledge of various information tools (ICT literacy), but also their effective and confident use in teaching activities.

There are two levels in pedagogical ICT competence:

knowledgeable, the so-called level of functional literacy, which

suggests:

possession of computer programs for processing text, numerical, graphic, sound information;

the ability to work on the Internet, use its services such as a forum, e-mail, sites;

ability to use equipment such as a scanner, printer.

activity, the level of ICT application, i.e. the effective and systematic use of functional ICT literacy in educational activities to achieve high results.

In this case, the activity level can be decomposed into sublevels:

innovative- inclusion in educational activities of specialized media resources developed in accordance with the requirements for the content and methodology of a particular academic subject;

creative– development of own electronic means of educational purposes.

ICT is used not only directly in the learning process, where they work with DERs, present presentations, use tests, work to search for information on the Internet, but also when organizing educational activities for:

creation and maintenance of network forms for the implementation of the educational process, for example, the creation and maintenance of a pedagogical website;

implementation of the knowledge monitoring system (System "Test-Symbol");

 work in networked educational communities, for example, "Open Class" (http://www.openclass.ru) or "Network of Creative Teachers" (http://it-n.ru), which are built and developed by teachers and for teachers ;

implementation of continuous self-education, for example, the Center for Distance Education "Eidos" (http://www.eidos.ru), the Publishing House "1 September" (http://1september.ru).

Obviously, the functional literacy of a teacher in itself cannot lead to qualitative changes in the results of the education system.

The use of information and communication technologies gives the teacher the opportunity to:

implement learning based on individual educational trajectories and individual curricula;

to implement new types of educational activities such as problem-based and project-based teaching methods;

 to form critical thinking of students;

use interactive teaching methods;

use modern means of communication;

use computer simulation of the processes under study.

All of the above is included in the concept of a system-activity approach to learning.

Benefits of using ICT in education over traditional teaching
1. information technologies significantly expand the possibilities of presenting educational information. The use of color, graphics, sound, all modern video equipment allows you to recreate the real environment of the activity.
2. The computer allows you to significantly increase the motivation of students to learn. Motivation is increased by applying adequate rewards for correct decisions and tasks.
3. ICT involve students in the educational process, contributing to the widest disclosure of their abilities, enhancing mental activity.
4. The use of ICT in the educational process increases the possibility of setting educational tasks and managing the process of their solution. Computers make it possible to build and analyze models of various objects, situations, and phenomena.
5. ICT allows you to qualitatively change the control of students' activities, while providing flexibility in managing the educational process.
6. The computer contributes to the formation of reflection in students. The training program enables students to visualize the result of their actions, determine the stage in solving the problem at which the error was made, and correct it.

The main directions of using ICT in the educational process
Let's try to systematize where and how it is advisable to use information technology in education:
1) when presenting new material - knowledge visualization (demo - encyclopedic programs; Power Point presentation program);
2) conducting virtual laboratory work using training programs;
3) consolidation of the material presented (training - a variety of training programs, laboratory work);
4) system of control and verification (testing with evaluation, control programs);
5) independent work of students (training programs such as "Tutor", encyclopedias, developing programs);
6) with the possibility of abandoning the class-lesson system: conducting integrated lessons according to the project method,
7) training of specific abilities of the student (attention, memory, thinking, etc.).

What is the impact of the use of information and communication technologies on the student?

ICT helps to increase cognitive interest in the subject;

ICT contributes to the growth of student achievement in the subject;

ICT allows students to express themselves in a new role;

ICT forms the skills of independent productive activity;

ICT contributes to the creation of a situation of success for each student.

What is the impact of the use of information and communication technologies on teachers?
ICT gives:

saving time in the classroom;

depth of immersion in the material;

increased motivation for learning;

integrative approach to learning;

the possibility of simultaneous use of audio, video, multimedia materials;

the possibility of forming the communicative competence of students, because students become active participants in the lesson not only at the stage of its implementation, but also in preparation, at the stage of forming the structure of the lesson;

attracting various types of activities designed for the active position of students who have received a sufficient level of knowledge in the subject to independently think, argue, reason, who have learned to learn, independently obtain the necessary information.

Forms of using ICT.

Use of finished electronic products allows you to intensify the activities of the teacher and student, allows you to improve the quality of teaching the subject, visibly realizing the principle of visibility.

Using multimedia presentations
allows presenting educational material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to lay information not only in factographic, but also in associative form in the long-term memory of students.

Use of Internet resources.
The Internet carries a huge potential for educational services (e-mail, search engines, electronic conferences) and is becoming an integral part of modern education. Receiving educationally significant information from the network, students acquire the skills to:

purposefully find information and systematize it according to given criteria;

to see the information as a whole, and not in fragments, to highlight the main thing in the information message.

The activity level of the teacher's ICT competence in the context of the transition to new standards

It is the Activity level (realized activity) that can lead to qualitative changes in the results of the education system in the context of the transition to new standards.

At present, teachers have a knowledge level of ICT competence, but the activity level leaves much to be desired.

What difficulties are encountered on the way of introducing the activity level in the context of the transition to new standards?

1. Ignorance of the possibilities of modern ICT- often teachers do not even know what can be done or how to significantly save time with the help of modern software products and Internet services.
2. Lack of skills to effectively use ICT tools- lack of time for independent development of products, the difficulty of learning some programs, the lack of convenient reference material when difficulties arise (or the inability to use reference programs effectively) - all this hinders the development of skills in working with software products. In addition, a situation often arises when, having encountered a number of difficulties and not getting a result, the teacher decides not to waste time studying a new, seemingly complex, software product.
3. Lack of methodology for the use of ICT in the educational process- knowledge about the possibilities of modern ICT and the ability to work with them is still not enough for the effective use of ICT in the educational process. For this, methodological materials are needed: on the development of multimedia materials, on the use of ICT in seminars, on the development of teaching materials, etc.
Overcoming all barriers will allow teachers to significantly increase their own effectiveness, improve the quality of teaching materials and classes, and realize their own pedagogical potential.

Teachers use the power of the Internet mainly to search for information in preparation for classes. Meanwhile, the prospects for the use of information and communication technologies are much broader.

Teachers use ICT mainly in their professional activities: when preparing for classes, looking for additional information on the Internet, working in online professional communities, but very little use of ICT in the educational process.

According to statistics, almost all teachers in Russia have completed computer literacy courses and have taught everyone basic operations on the use of a computer, a word processor, spreadsheets, and how to search for information on the Internet. They got acquainted with the electronic educational resources developed within the framework of federal programs and projects, showed how they can be used in the educational process. Teachers have learned to use ICT, but not everyone in the school has their own automated workplace, in many schools there are not even computers in teachers' rooms and libraries, and computer classes are occupied by the educational process. Most teachers were able to reinforce the skills they learned because they have a computer at home. But many, even after studying in the courses, do not use the acquired knowledge, simply because the use of information technology and electronic educational resources requires (especially at first) additional time costs from the teacher.

What prevents teachers from using new technologies, including information and communication, more widely and more intensively?

Many teachers who have access to a computer and the Internet regularly use Internet resources in their work. Unfortunately, not all schools have high-speed Internet access yet, and this, of course, is a big deterrent to the introduction of modern technologies in the learning process. Another reason is the insufficient qualification of teachers in the field of information and communication technologies and the lack of knowledge about the possibilities of the Internet and new emerging services.

What other problems arise in the process of informatization of Russian education?

There have been cases of unusual complaints. The child prepared a beautiful presentation, made it in class and counts on the top five. At the same time, he did not answer a single question on the topic, because he could make a presentation by mindlessly copying something from sites and pasting it into a template. What grade should the child receive? Opinions differ. The teacher believes - and justified! - that, in addition to a beautiful presentation, the child must demonstrate to us an understanding of the topic, knowledge, and the ability to operate with them. And the parent says: “Excuse me, do you have questions for the presentation? No. Put five points! So the introduction of information technology has even touched upon the topic of knowledge assessment. A professional teacher, of course, continues to evaluate understanding of the material, and not external showiness. But this is very difficult: to explain why, with a brilliant presentation, he gives not five points, but three.

Is it really necessary for a modern teacher to master Internet technologies - or is it just a tribute to fashion?

Owning is essential. But the attitude towards this in the educational society as a “fashion trend” should be overcome. Today, in education, the moment has come when teachers have a certain "fatigue" from the endless demands of higher officials. A huge number of paper reports along with their electronic filling, the obligatory creation of presentations, websites, blogs, the introduction of an electronic journal along with filling out a paper one, which in some cases begins to become a “duty” - at the request of management, and so on and so forth. All this in most cases results in another lie. They conduct demonstrative lessons “using ICT”, and show them, in fact, exclusively presentations. A school website is being developed, in which the same information “freezes” for many years. Teachers in all kinds of courses are taught the same thing as ten years ago - that is, the “basics”: searching for information on the net, editors, tables.

Almost everyone has a computer and Internet access at home. However, the full use of the Internet in educational activities will begin when there is one computer per student.

Other difficulties that prevent teachers from using the Internet in their work include lack of time (more than 40%), paid educational Internet resources (almost 30%). Most teachers cannot use a computer and access the Internet during the lesson. It interferes with low connection speed, limited traffic, content filters that do not allow access to the necessary educational and information portals, as well as an insufficient amount student computers at school.

Teachers have gradually mastered the computer, they work quite calmly in e-mail, many make presentations for their lessons on their own, use digital educational resources - for example, the Open Collection, which is based on government money. This is a great help, because it makes it easier to find interesting material when preparing for lessons. Now digital educational resources are developing - it becomes possible not only to see some additional material, but to do laboratory work and much more - and become even more in demand.

The influence of teacher's ICT competence on the quality of education in the context of the implementation of the Federal State Educational Standard

Undoubtedly, the use of modern Internet technologies by a teacher significantly changes his approach to learning. An open educational environment gives the teacher the opportunity to use a variety of Internet resources in the learning process, to apply various forms of education. This is, for example, distance learning. In addition, he gets the opportunity to use new services and technologies in organizing extracurricular and extracurricular activities of students. This corresponds to the federal state educational standards of the new generation and undoubtedly affects the quality of education.

The Internet greatly expands the opportunities for personal and professional growth of the teacher.

Many virtual lessons are already being held now, they help to gain knowledge for children who, for various reasons, do not have the opportunity to attend school. However, in my opinion, real lessons are much more effective than virtual ones. And technology is just a means that allows you to bring the learning process to a new level.

In any case, I am sure that the important role of the teacher will continue in the future. But now we see that this role is changing. Previously, the teacher was the main provider of knowledge. Now he is turning into a colleague and comrade who guides the student in the learning process.

So far - according to statistics, the use of ICT does not greatly affect the educational results of students, and this is sad. Now computers, even if they are used, are used in computer science lessons, for studying programming languages, and subject teachers who work with electronic educational resources usually use traditional models: they use a screen or an interactive whiteboard when presenting a topic. Much less often, teachers organize group work in the classroom, using several computers or individual student work in various simulation environments. Unfortunately, it is clear that not all teachers in schools have enough computers to organize such work, some schools have poor bandwidth of Internet channels in order to actively work with Internet resources online. It is necessary that computer and Internet technologies be really built into the educational process and improve educational results, form meta-subject competencies, new interpersonal interaction skills, and increase motivation for the subject. This requires not only computers, but also many peripheral devices: microscopes, musical keyboards, light sensors and location.

Now an advanced teacher is starting to create his own resources: multimedia presentations, embed fragments of video films, interactive tables, drawings and even flash animations into them. And it is believed that this is the aerobatics of the use of ICT. From my point of view, a mass school teacher should not develop electronic educational resources himself. He must be aware of the resources that are posted on federal and regional educational portals, he must be able to use them competently, producing new active-activity pedagogical practices. The teacher's task is to properly integrate ICT capabilities into their learning process so that the student thinks and acts independently as much as possible during classes.

The computer allows you to simulate situations that the teacher cannot always show in real life due to the fact that there are not enough reagents or instruments. By correctly integrating a computer into educational activities, you can greatly increase the creative component of learning.

Does the Internet in professional activities affect the quality of education it provides to students? The Internet is just a tool, and it all depends on how the teacher uses it and for what. It should be taken into account that IT-technologies at school are a vague concept: it fits, say, the use of an interactive whiteboard. What can be achieved with an interactive whiteboard? Never mind. This is a tool for frontal work: the teacher shows something, the child looks at something. everything, beautiful, moves and Lego-construction by the children themselves. In the first case, the child has a passive position: he only looks and listens, this is the perception of information. And what does the child do with the constructor? There is already an activity approach: he produces something, he develops thinking, motor skills.

The children themselves find the necessary information on the global network. What is the role of the teacher here? It is important not only to find, but to learn how to search for and use the necessary information. This is the task of the teacher: to organize the activities of students, to form in children the skills of effective search for information, its evaluation and analysis for further use.

The use of computer technology in the classroom in elementary school

The software of educational disciplines is very diverse: textbook programs, simulator programs, designers, dictionaries, reference books and encyclopedias, anthologies, video lessons, libraries of electronic visual aids, etc. The most common examples of the use of computer software in elementary schools are teaching reading, spelling and calligraphy using a computer.

The use of computer technology allows you to greatly optimize the learning process.

The younger student has better developed involuntary attention. Therefore, the high effectiveness of media lessons is obvious:

increases motivation for learning due to multimedia effects;

the efficiency of the educational process is increased due to visibility; the emergence of the ability to model objects and phenomena;

visual-figurative thinking develops;

an individual approach to learning is possible.

In this regard, the optimal option seems to be when 1 - 2 computers are constantly located in each primary school classroom. In this case, the teacher can, when drawing up the plan of any lesson, provide for a stage when several students will take turns or, working in a group, perform tasks on the computer. When a multimedia projector is placed in the classroom, it becomes possible to conduct frontal work using new information technologies in elementary school. It is especially interesting to use multimedia technologies to illustrate the teacher's story at the stage of explaining new material. An animated or video story of an electronic encyclopedia will not only expand the range of information presented, but also activate the attention of schoolchildren due to the active work of visual and auditory analyzers. The placement of a computer on the teacher's desk was recognized as the most appropriate for sanitary and hygienic requirements and convenient for organizing a lesson. It is necessary to strictly adhere to sanitary and hygienic standards when organizing a workplace for students at a computer. Their strict observance, as well as the holding of physical education sessions during the lesson, including gymnastics for the eyes and posture, will help maintain the health of schoolchildren and effectively use electronic educational materials in the educational process.

Conclusion

The use of computer technology in elementary school is not just a new trend of the times, but a necessity. Within the framework of one lesson, the teacher is subject to video clips, a musical sequence, and visual means. The use of ICT in the classroom helps not only children to learn educational material, but also the teacher to develop creatively.

ICT allows the teacher to solve the following tasks:

To teach the child to find the necessary from the huge amount of available information.

Learn to analyze and systematize the information received.

Provide a student-centered approach to the development and learning of the child.

To prepare the student for independent productive activity in the conditions of the modern information society: to form an active life position and the ability to make decisions.

Improve thinking, speech, memory, attention.

To increase the efficiency and quality of the educational process through the possibilities of ICT;

Activate cognitive activity using ICT;

Deepen interdisciplinary connections through the use of ICT;

Implement the ideas of open education based on the use of network technologies

The use of ICT in primary school classrooms

move to the activity method of learning, in which the child becomes an active participant in the educational process.

increase the efficiency of the educational process, students' perception is activated due to the impact of sound and visual images;

expand the scope of the textbook, allows you to present the same material in a more interesting form, makes it possible to feel and understand.

Motives for learning become more stable, interest in the subject appears. The use of modern technologies in the classroom affects the formation of a positive atmosphere in the classroom.
The use of ICT is possible in any lessons (mathematics, Russian language, literary reading, etc.), as well as in extracurricular activities. Working with electronic children's encyclopedias makes it possible, saving time, to find the necessary information in the right section.

The use of a computer is an effective method in the development of cognitive processes. The use of computer technology in schools by primary school teachers will help make school teaching more effective. Currently, the development of a software-integrated approach to computer learning in elementary school is still underway.

The task of the teacher today is to try to take a broader look at the content and methods of teaching their subject. Try to combine traditional skills in the subject and the skills that make up ICT competence.
The main condition for the preparation of ICT - competent students is a high level of ICT - the competence of the teachers themselves.

The rapid development of new information technologies and their introduction in Russia in recent years have left their mark on the development of the child's personality. The school is part of society, and it reflects the same problems as in the whole country. Therefore, it is very important to organize the learning process in such a way that the child works actively, with interest and enthusiasm in the lesson, sees the fruits of his labor and can appreciate them. A combination of traditional teaching methods and modern information technologies, including computer ones, can help the teacher in solving this difficult task.
In practice information technology education call all technologies that use special technical information tools (computers, audio, video, cinema).

Combination ICT associated with two types of technologies: informational and communication.

« Information Technology is a system of methods, methods and means that ensure the storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor. At the present stage Information Technology directly related to computer (computer technology).

Communication technologies determine the methods, ways and means of human interaction with the external environment. In these communications a computer provides comfortable, individual, diverse, highly intelligent interaction of communication objects.

Using in combination information and communication technologies in educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

Today ICT become the main tool that a person will use not only in professional activities, but also in everyday life

Conditions and results of ICT implementation
Raise ICT competencies teacher	Development computer technology teachers. The teacher becomes a confident user.
Availability of free access to a computer in an educational institution. Availability computer at the teacher's workplace.	The knowledge gained is put into practice. Teachers prepare materials for classes and conduct lessons using computer.
Availability ESM and methods of their use	Teachers use ESM as a new source for full-fledged work, as an opportunity to intensify the independent and research activities of children.
There is a possibility of dissemination of experience. Pedagogical innovations	Satisfaction of personal and professional ambitions. Career. Providing assistance to colleagues.
Availability of a methodologist, ICT consultant	In the event of uncertainty, failures in work on computer he can help. Coordinate with other teachers.
Formation of an information and educational environment in an institution based on the application ICT	There is an opportunity for the development and self-development of the teacher, the improvement of his educational and methodological activities, pedagogical creativity and

Benefits of using ICT
1.individualization of training;
2. intensification of independent work of students;
3. growth in the volume of tasks completed in the lesson;
4.possibility of obtaining various kinds of materials through the network Internet and the use of special disks. multimedia system electronic textbook allows you to fill the program with the sound of natural processes, duplicate the text with the voice of the announcer, create the necessary musical background for work, turn on any video fragment, “revive” any geographical process with animation; which provides greater visibility and interest of students;
5. Increasing cognitive activity and motivation for the assimilation of knowledge due to the variety of forms of work, the possibility of including a game moment: if you solve the examples correctly, open the picture, insert all the letters correctly, you will move closer to the goal of the fairy-tale hero. A computer gives the teacher new opportunities, allowing together with the student to enjoy the exciting process of learning, not only pushing the walls of the school office with the power of imagination, but with the help of the latest technologies allows you to immerse yourself in a bright colorful world. Such an activity causes an emotional upsurge in children, even lagging students willingly work with computer.
6.Integrating a regular lesson with computer allows the teacher to transfer part of his work to the PC, while making the learning process more interesting, varied, intense. In particular, the process of writing definitions, theorems and other important parts of the material becomes faster, since the teacher does not have to repeat the text several times (he brought it to the screen), the student does not have to wait until the teacher repeats exactly the fragment he needs.
7. This teaching method is also very attractive for teachers: it helps them to better assess the child's abilities and knowledge, understand him, encourages him to look for new, non-traditional forms and methods of teaching, stimulates his professional growth and all further development of the computer.
8. The use of computer tests and diagnostic complexes in the classroom will allow the teacher to get an objective picture of the level of assimilation of the studied material in all students in a short time and correct it in a timely manner. At the same time, it is possible to select the level of difficulty of the task for a particular student.
9. For the student, it is important that immediately after completing the test (when this information has not yet lost its relevance), he receives an objective result indicating errors, which is impossible, for example, with an oral survey.
10. Students mastering modern information technologies. In lessons integrated with informatics, students master computer literacy and learn to use one of the most powerful modern universal tools in working with the material of various objects - a computer, with its help they solve equations, build graphs, drawings, prepare texts, drawings for their work. This is an opportunity for students to show their creativity;
But, along with the pluses, various problems arise both in preparing for such lessons and during their conduct.
Existing shortcomings and problems in the use of ICT
1. There is no time in the work schedule of teachers to explore opportunities Internet.
2. Lack of a demo center.
3. Difficult to integrate a computer into the lesson structure.
4. There is no provision for dividing the class into groups when conducting classes in a computer class.
5. With insufficient motivation for work, students are often distracted by games, music, checking PC characteristics, etc.

6. There is a possibility that, carried away by the application ICT in the classroom, the teacher will move from developing teaching to visual and illustrative methods.
Options for using funds ICT

Consider the following applications ICT in the educational process:
1. lesson with multimedia support - there is one in the class a computer, it is used by the teacher as an "electronic board" and students to protect projects;
2. the lesson takes place with computer support - several computers(usually in a computer class), all students work on them at the same time or in turn;
3. lesson integrated with computer science, takes place in a computer class;
4. independent study (possibly remote) with the help of special training systems.
At the same time, one should not forget about sanitary standards regarding the working hours of students for computer.

ICT and ICT competence of the teacher