Recently, on the pages of the magazine "Primary School" there has been an active discussion of an important trend in modern Russian education - informatization of the educational process in elementary school. Its essence is the introduction of new information and communication technologies in the educational activities of an educational institution. Your attention is invited to a brief overview of the publications of the scientific and methodological journal "Primary School", dedicated to the informatization of primary education (2011-2013).

This problem is considered in the article by V.A. Zakharova, primary school teacher, school No. 224, Moscow, "Interactive complexes in the educational process." The author introduces us to the possibilities of interactive systems: a computer, a multimedia projector and a Smart board. He draws attention to the fact that it is very important to use “such computer equipment that has a sanitary and epidemiological conclusion on its safety for the health of children” when working, and when working with it, strictly comply with all the requirements of SanPiNs. He notes that working with an interactive whiteboard saves time, stimulates the development of mental and creative activity, improves the quality of education, educational material is absorbed better and stronger. At the same time, the effectiveness of work depends on the degree of preparedness of the teacher and the ability to competently use this complex in his work.

Further, the author offers us the types of work carried out in the lessons of the Russian language and mathematics, where he notes the special effectiveness of using ICT tools in solving equations, conducting mathematical dictations, working with an interactive dictionary, mentions a form of tasks that allows students to prepare for exams in the format USE.

In the article by A.V. Ignatenko, primary school teacher, school No. 29, Smolensk, "Information environment and the development of communication skills of younger students" highlights the need to use ICT in the development of communication skills of primary school students.

Despite the fact that the information activity of younger schoolchildren is growing, and almost all schools, thanks to integrated informatization, have a material and technical base, in Russia, the author believes, the informatization of primary education has not yet received a systematic solution. At the same time, the author notes, there are a number of contradictions between the requirements of the Federal State Educational Standard of the IEO and the insufficient level of use of ICT at the initial level. And he offers to briefly get acquainted with the positive experience of working on the development of communication skills using ICT tools in his educational institution.

The author recommends a comprehensive approach to this problem, having studied the possible risks, and the teacher, guided by hygiene standards, carefully consider the intensity of training sessions using computer technology.

Of particular interest, in our opinion, is the article N.S. Kudakova , Candidate of Pedagogical Sciences, Associate Professor, Nizhny Novgorod State University. N.I. Lobachevsky (Arzamas branch) and D.I. Zagorodny , primary school teacher, Krasnoselskaya school, Arzamas district,"Distance learning of younger students".

In this article, the authors say that in modern conditions the role of the student as a consumer of educational information is changing, there is a great opportunity for independent search, analysis, processing, production and transmission. That is why you should pay attention to distance learning in the lower grades. At the same time, according to the authors, it is necessary to take into account the fact that distance learning is not intended to completely remove the teacher from the student, but is applicable only in certain cases when the student for some reason cannot attend the educational institution.

First, it is important to remember about sanitary standards. Secondly, it is necessary to show the student that the computer is a means of obtaining and exchanging information. Thanks to the use of computer graphics, visual material stimulates the student's intellectually active transforming activity, the images become emotionally colored, which means they are durable and will remain in memory for a longer time. And such information is better to understand and remember. Thirdly, the pages of the site should not be a complete analogue or alternative to a school textbook. The material should gradually complement the book. Differentiated work using Internet sites allows you to captivate the student with the subject, offering tasks of increased difficulty, various quizzes and questions for olympiads. Monitoring their performance allows you to identify thinking students who are able to offer their own way and move away from the traditional way of solving the problem. Fourth, given the age of the student, it is necessary to minimize the use of the keyboard.

In addition, the authors suggest that you familiarize yourself with the implementation of these rules on their website, which is constantly updated and available for viewing. They introduce the site menu device and give an example of a fragment of one of its pages.

And one more article, which we will consider in the framework of this publication, "Information technology as the core of the class development program», authorA.A. Musina , primary school teacher, gymnasium No. 33, Perm. The main purpose of the article, in our opinion, is to show that educational practice in the near future will be based on more complex forms of social relations. At the same time, the set of information and computer competencies of the teacher should change qualitatively and meaningfully.

For children born surrounded by computers, game consoles, video cameras, cell phones and the Internet, the digital world has become an integral part of the surrounding reality. And it depends on the teacher whether this environment will become a development resource. Despite the fact that pedagogy has already accumulated experience in understanding the problems of educational work at school in the conditions of the modern information environment, the author emphasizes that “at present, neither the concept of teaching computer science and information technology has been created in the context of the formation of meta-subject results of mastering the basic educational program of primary education. general education as a key requirement of the Federal State Educational Standard, nor the methods corresponding to it. The author suggests that the classroom development program can become a model for managing an ICT-saturated environment, the main characteristic of which today is not only the inclusion of computer technologies in various primary school subjects, but also the expansion of the range of available information sources.

Further in the article there is an acquaintance with the program of formation and development of the class, which combines several blocks: educational, developing and individualization block. We are explained the tasks of each block, while explaining the role of the teacher and students. The author believes that the class development model presented by him organically fits into the educational environment of the educational institution, makes the most of the existing conditions and enriches it with new opportunities.

Summing up all the above, I would like to hope that in the coming years, information and communication technologies will firmly enter the lives of teachers and help make learning more interesting and exciting.

Bibliography

1. Zakharova V.A. Interactive complexes in the educational process//Primary school. - 2011. No. 1. – P.64-65.

2. Ignatenko A.V. Information Environment and Development of Communication Skills of a Primary School Student // Elementary School. - 2013. No. 5. – P.58-60.

3. Kudakova N.S., Zagorodnyaya D.I. Distance learning for younger students// Primary School. - 2013. No. 5. - P.15-18.

4. Musina A.A. Information technology as the core of class development//Primary school. - 2012. No. 4. – P.87-90.

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