ICT and ICT competence of the teacher. Methodological development on the topic: The use of ICT for organizing the activities of a teacher of distance education: experience, problems, prospects

The use of ICT for organizing the activities of a teacher of distance learning: experience, problems, prospects

Socio-economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. The new tasks set today for education are formulated and presented in the law “On Education of the Russian Federation” and the educational standard of the new generation.

Informatization of education in Russia is one of the most important mechanisms affecting all the main areas of modernization of the educational system. Its main task is the effective use of the following most important advantages of information and communication technologies:

the possibility of organizing the process of cognition that supports the activity approach to the educational process;
individualization of the educational process while maintaining its integrity;
creation of an effective management system for information and methodological support of education.

The key areas of the DOE informatization process are:

1. Organizational:

modernization of the methodological service;
improvement of the material and technical base;
creation of a certain information environment.

2. Pedagogical:

improving ICT - the competence of preschool teachers;
introduction of ICT in the educational space.

In accordance with the law “On Education in the Russian Federation”, preschool education is one of the levels of general education. The computerization of school education has a rather long history (about 20 years), but such a spread of the computer has not yet been observed in kindergarten. At the same time, it is impossible to imagine the work of a teacher without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

Areas of application of ICT by teachers of preschool educational institutions

1. Maintaining documentation.

In the process of educational activities, calendar and long-term plans are drawn up and drawn up, material is prepared for the design of the parent corner, diagnostics are carried out and the results are drawn up both in printed and electronic form.

2. Methodical work, professional development of the teacher.

In the information society, network electronic resources are the most convenient, fast and modern way of disseminating new methodological ideas and didactic manuals, available to methodologists and teachers, regardless of their place of residence. Information and methodological support in the form of electronic resources can be used during the preparation of the teacher for classes, for the study of new methods, in the selection of visual aids for the lesson.

Undoubtedly, it is important to use ICT technologies both for maintaining documentation and for more efficient methodological work and for improving the level of qualification of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process.

3. 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).

Visual-figurative thinking prevails in preschool children. The main principle in organizing the activities of children of this age is the principle of visibility. The use of a variety of illustrative material, both static and dynamic, allows you to quickly achieve the intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process informative, entertaining and comfortable.

Classes using ICT.

In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed, the necessary material for the lesson is selected. Sometimes it is very difficult to find the necessary materials to explain the topic of the lesson, so presentation materials are created using PowerPoint or other multimedia programs.

To conduct such classes, one personal computer (laptop), a multimedia projector, speakers, and a screen are used.

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.

With the help of multimedia presentations, visual gymnastics complexes, exercises to relieve visual fatigue are learned with children.

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.

The purpose of such a presentation of developing and educational information is the formation of a system of mental images in children. The presentation of material in the form of a multimedia presentation reduces the time of learning, frees up the resources of children's health.

The use of multimedia presentations in the classroom makes it possible to build an educational process based on psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.

The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of using the presentation in the lesson depend on the content of this lesson and the goal set by the teacher.

The use of computer slide presentations in the process of teaching children has the following advantages:

Implementation of polysensory perception of the material;
The possibility of demonstrating various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;
Combining audio, video and animation effects into a single presentation helps to compensate for the amount of information children receive from educational literature;
Possibility of demonstrating objects that are more accessible for perception to a intact sensory system;
Activation of visual functions, visual capabilities of the child;
It is convenient to use computer presentation slide films to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.

The use of multimedia presentations makes it possible to make the lessons emotionally colored, attractive, arouse a keen interest in the child, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson. For example, the use of presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects, forms ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal features in the objective world. and properties, visual attention and visual memory develop.

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.

The introduction of information technology has Benefits over traditional teaching aids:

1. ICT makes it possible to expand the use of e-learning tools, as they transmit information faster.

2. Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children.

3. Provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children. This includes three types of memory: visual, auditory, motor.

4. Slideshow and video clips allow you to show those moments from the surrounding world, the observation of which causes difficulties: for example, the growth of a flower, the rotation of the planets around the Sun, the movement of waves, it's raining.

5. You can also simulate such life situations that cannot or are difficult to show and see in everyday life (for example, the reproduction of sounds of nature; the work of transport, etc.).

6. ICT is an additional opportunity to work with children with disabilities.

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

1. 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.

During the operation of computers and interactive equipment, specific conditions are created in the room: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of children's hands. The intensity of the electrostatic field increases when the cabinet is finished with polymeric materials. The floor must be anti-static, and carpets and rugs are not allowed.

To maintain an optimal microclimate, prevent the accumulation of static electricity and the deterioration of the chemical and ionic composition of the air, it is necessary: airing the office before and after classes, wet cleaning before and after classes. Classes with older preschoolers are held once a week in subgroups. In his work, the teacher must necessarily use sets of exercises for the eyes.

2. Insufficient ICT - the competence of the teacher.

The teacher should not only have a perfect knowledge of 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 network Internet.

If the DO team manages to solve these problems, then ICT technologies will become a great helper.

The use of information technology helps to increase the motivation for learning children and leads to a number of positive consequences:

enrichment of children with knowledge in their figurative-conceptual integrity and emotional coloring;
facilitating the process of mastering the material by preschoolers;
excitation of a lively interest in the subject of knowledge;
expanding the general horizons of children;
increasing the level of use of visualization in the classroom;
increasing the productivity of the teacher.

There is no doubt that in modern education the computer does not solve all the problems, it remains just a multifunctional technical teaching aid. No less important are modern pedagogical technologies and innovations in the learning process, which allow not only to “invest” in each child a certain amount of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in conjunction with properly selected (or designed) learning technologies, create the necessary level of quality, variability, differentiation and individualization of education and upbringing.

So, the use of information technology tools will make the process of learning and development of children quite simple and effective, free from routine manual work, and open up new opportunities for early education.

The informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas of educational, educational and correctional processes. Recently, information and communication technologies (ICT) have been a good assistant to teachers in organizing educational and correctional work.

The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in distance education and increase its efficiency.

List of used literature

Management of innovative processes in preschool educational institutions. - M., Sphere, 2008.
Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
Kalinina T.V. DOE management. "New Information Technologies in Preschool Childhood". M, Sfera, 2008.
Ksenzova G.Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000.
Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11.
Novoselova S.L. The computer world of a preschooler. Moscow: New School, 1997.

the possibility of organizing the process of cognition that supports the activity approach to the educational process;
individualization of the educational process while maintaining its integrity;
creation of an effective management system for information and methodological support of education.

The key areas of the DOE informatization process are:

1. Organizational:

modernization of the methodological service;
improvement of the material and technical base;
creation of a certain information environment.

2. Pedagogical:

improving ICT - the competence of preschool teachers;
introduction of ICT in the educational space.

In accordance with the law “On Education in the Russian Federation”, preschool education is one of the levels of general education. Therefore, the informatization of the kindergarten has become a necessary reality of modern society. The computerization of school education has a rather long history (about 20 years), but such a spread of the computer has not yet been observed in kindergarten. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

What is ICT?

Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.

Information and communication technologies in education (ICT) is a set of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

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 parent corner, conducts diagnostics and draws up the results both in printed and electronic form. Diagnosis should be considered not as a one-time conduct of the necessary studies, but also the maintenance of an individual diary of the child, in which various data about the child, test results are recorded, graphs are built and, in general, the dynamics of the child's development is monitored. 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 an electronic portfolio.

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.

The modern educational space requires the teacher to be especially flexible in preparing and conducting pedagogical events. Teachers need regular professional development. The possibility of fulfilling the modern requests of the teacher is also possible with the help of remote technologies. When choosing such courses, it is necessary to pay attention to the availability of a license, on the basis of which educational activities are carried out. Distance advanced training courses allow you to choose the direction of interest to the teacher and study without interrupting the main educational activity.

An important aspect of the teacher's work is participation in various pedagogical projects, distance competitions, quizzes, olympiads, which increases the level of self-esteem of both the teacher and pupils. Face-to-face participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. Remote participation is open to everyone. At the same time, it is necessary to pay attention to the reliability of the resource, the number of registered users.

3. 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).

Visual-figurative thinking prevails in preschool children. The main principle in organizing the activities of children of this age is the principle of visibility. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process informative, entertaining and comfortable.

There are 3 types of classes using ICT.

1. Activity with multimedia support.

To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.

With the help of multimedia presentations, visual gymnastics complexes, exercises to relieve visual fatigue are learned with children.

The use of computer slide presentations in the process of teaching children has the following advantages:

Implementation of polysensory perception of the material;
The possibility of demonstrating various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;
Combining audio, video and animation effects into a single presentation helps to compensate for the amount of information children receive from educational literature;
Possibility of demonstrating objects that are more accessible for perception to a intact sensory system;
Activation of visual functions, visual capabilities of the child;
It is convenient to use computer presentation slide films to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.

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. The use of an electronic textbook (and a playful educational game for children is an electronic textbook) is a method of programmed learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, performs the necessary tasks, and then passes a competence test on this topic.

The capabilities of the computer allow you to increase the amount of material offered for review. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are designed for children of this age.

Experts identify a number of requirements that developmental programs for children must meet:

exploratory nature,
ease for independent studies of the child,
development of a wide range of skills and perceptions,
high technical level,
age match,
entertainment.

Educational programs for this age group on the market can be classified as follows:

1. Games for the development of memory, imagination, thinking, etc.

2. "Talking" dictionaries of foreign languages with good animation.

3. ART studios, the simplest graphic editors with libraries of drawings.

4. Games-travelling, "rpg".

5. The simplest programs for teaching reading, mathematics, etc.

The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are outside the child's own experience, but also to increase the child's creativity; 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 and directing 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.

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

Today, many kindergartens are equipped with computer classes. But still missing:

methodology for using ICT in the educational process of preschool educational institutions;
systematization of computer developing programs;
unified program and methodological requirements for computer classes.

To date, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.

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

1. Diagnostic session.

To conduct such classes, special programs are required, which is rare, or does not exist at all in some general education programs. But the 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. In the process of conducting traditional diagnostic classes, the teacher needs to fix the level of problem solving by each child according to certain indicators. The use of special computer programs will not only facilitate the work of the teacher and reduce time costs (use several computers at the same time), but will also save the diagnostic results, considering them in dynamics.

Thus, unlike conventional technical means of education, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in early childhood, the ability to independently acquire new knowledge.

The use of computers in educational and extracurricular activities looks very natural from the point of view of the child and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Cold, S.A. Shapkina and others testify to the possibility of mastering a computer by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking.

The introduction of information technology has Benefits over traditional teaching aids:

1. ICT makes it possible to expand the use of e-learning tools, as they transmit information faster.

5. You can also simulate such life situations that cannot or are difficult to show and see in everyday life (for example, the reproduction of sounds of nature; the work of transport, etc.).

6. The use of information technology encourages children to search for research activities, including searching on the Internet on their own or together with their parents;

7. ICT is an additional opportunity to work with children with disabilities.

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

1. The material base of the preschool educational institution.

As noted above, to organize classes, you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile class. Not all kindergartens today can afford the creation of such classes.

2. Protecting the health of the child.

3. Insufficient ICT - the competence of the teacher.

If the DOW team manages to solve these problems, then ICT technologies will become a great helper.

The use of information technology will help the teacher to increase the motivation for teaching children and will lead to a number of positive consequences:

enrichment of children with knowledge in their figurative-conceptual integrity and emotional coloring;
facilitating the process of mastering the material by preschoolers;
excitation of a lively interest in the subject of knowledge;
expanding the general horizons of children;
increasing the level of use of visualization in the classroom;
increasing the productivity of the teacher.

Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in preschool childhood, the ability to independently acquire new knowledge.

The use of information technology in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

List of used literature

Management of innovative processes in preschool educational institutions. - M., Sphere, 2008.
Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
Kalinina T.V. DOE management. "New Information Technologies in Preschool Childhood". M, Sfera, 2008.
Ksenzova G.Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000.
Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11.
Novoselova S.L. The computer world of a preschooler. Moscow: New School, 1997.

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

ICT competence of a modern teacher as an indicator of professional success

A characteristic feature of the development of the modern educational system is the transition to a new technological basis. Under the influence of information and communication technologies, all components of the methodological system of teaching a subject change (goals, content, forms, methods, means). In this regard, a new term has appeared - "electronic didactics", which is understood as the theory and practice of teaching in a new information and educational environment.

The information and educational environment of an educational institution is an integrated digital platform for cooperation, interaction and knowledge sharing for teachers, students and administration, to improve the quality of education for all students. At the same time, it should be noted that the didactic principles of teaching - scientific, visual, systematic and consistent, conscientiousness, activity - do not disappear, but the task is set differently: how to ensure all this in the conditions of new didactics, when the methods and means of presenting educational material have changed.

Only teachers who are well prepared in terms of mastering electronic technologies in their professional activities can develop, implement and accompany new didactics. Therefore, the most important condition for the successful modernization of education is the improvement of professional pedagogical culture and the competence of teachers. This means that the teacher must continuously improve his information and communication competence.

Teacher ICT Competence Matrix

In November 2011, the public was presented with the document “The Structure of ICT Competence of Teachers. UNESCO recommendations. Version 2.0". The recommendations propose a matrix structure for teachers' ICT competence (Table 1), which is defined by two dimensions. The first is determined by the approaches to informatization of the school, and the second - by the aspects of the teacher's professional competence. Within the framework of three approaches to informatization of the school, the requirements for the training of teachers are determined.

The use of ICT can be as follows:

- the use of ICT tools to achieve educational results, which are provided for by the current standards;

- use of ready-made electronic educational materials and various web resources in their work;

– carrying out evaluation activities with the help of ICT tools;

– use of ICT tools for current reporting and professional development.

This approach tends to focus on equipping schools with ICTs, striving to bridge the digital divide and ensuring that all students have equal access to these tools. Organizational forms of educational work within the framework of this approach practically do not change.

The teacher needs:

- own software tools that relate to their subject area;

- be able to choose the most convenient ways of presenting educational information;

- rational use of all available technical and software tools for organizing the educational process;

- use online resources that allow students to access information, work together and communicate with external experts in the course of solving their chosen problems;

– use the resources of the Internet to obtain the necessary professional materials, to communicate with colleagues and other experts in order to improve their professional level;

– be able to develop digital educational resources and build a learning environment;

- use ICT as a tool to develop the ability of students to produce knowledge and develop critical thinking;

- to support reflection as a necessary component of educational work;

- create learning communities or “knowledge communities” among students and their colleagues.

The UNESCO Recommendations are an internationally recognized tool that allows you to determine the pedagogical ICT competence required by each teacher, as well as to develop a set of teaching and methodological materials for teacher training.

The successful use of ICT in the educational process depends on the ability of teachers to organize the learning environment in a new way, to combine new information and pedagogical technologies in order to conduct exciting classes, to encourage educational cooperation and cooperation of schoolchildren. This requires the teacher to have a number of new skills in managing the work of the class. The skills that such a teacher should possess should include the ability to develop new ways of using ICTs to enrich the learning environment, the acquisition of knowledge by students and the ability to produce new knowledge.

The acquisition of information competence opens up a wide range of opportunities for teachers and students that enrich the educational environment and make the teaching-learning process more dynamic.

One of the main trends that determine the requirements for the level of ICT competence of a modern teacher is the shift in emphasis from the tasks of the technological level (related to the possession of specific tools, specific software products) to the pedagogical one. The range of skills related to key competencies has expanded, since the corresponding skills are fixed by the Federal State Educational Standard (FSES) at the initial stage of education in the meta-subject learning outcomes of schoolchildren and in the course "Mathematics and Informatics", as well as the FSES of the main school in the meta-subject results of the graduate of the main school and in the course of computer science (V - IX or VII - IX grades), which should ensure the formation of ICT competence in all students. The school standard of the new generation, in addition to the basic values and basic concepts, defines "a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational outcomes." These include the requirements for the level of qualification of teachers, fixed by the Federal State Educational Standard. Schools have been given responsibility for fulfilling the specified requirements of the Federal State Educational Standard for the formation of the information educational environment of the school and the organization of training for teachers in the active use of the resources of such an environment. The information educational environment should include electronic educational resources, an "electronic" diary and journal, a school website, an environment for an electronic portfolio of students and teachers.

Two-level model of teacher's ICT competence

The above requirements can be implemented within the framework of a two-level model of teacher's ICT competence. The key position of this model is the idea that there are two significantly different levels in professional ICT competence - the level of preparedness and the level of realization.

Often a teacher who has completed (sometimes several times) advanced training courses in the field of ICT and has sufficient conditions at school for the use of ICT in professional activities does not do this. At the same time, he successfully passed various tests for readiness to work using ICT. Such a teacher cannot be called ICT-competent, since his knowledge and skills are not translated into activities.

Levels of ICT competence of a modern teacher:

1. Knowledge level (preparedness for activity).

Knowledge level is the level of mastery of ICT. At the current stage of development of the Russian system of general education, this level is the base for the formation and subsequent assessment of the ICT competence of teachers. It is characterized by teachers' knowledge, skills and abilities sufficient to use equipment, software and resources in the field of ICT.

At the same time, it is necessary to distinguish between the sublevel of computer literacy, non-specific for educators (including teachers), determined by the current state of ICT and the general level of informatization of society, and professionally oriented sublevels.

a. Sublevel of general computer literacy. This is the level general pedagogical knowledge, skills and abilities in the field of ICT application in educational activities.

-Functional (computer) literacy providing knowledge, skills and abilities in the field of ICT

- General pedagogical readiness, providing knowledge, abilities and skills of using ICT in pedagogical activity, invariant with respect to the subjects taught.

b. Sublevel of specific, subject computer literacy
- knowledge, skills and abilities that are specific to the subject area. For example, science teachers should be able to use computer mathematical models of processes related to their subject (and, at a higher level, create such models).

For example, for teachers of natural sciences (physics, chemistry, biology), the use of computer mathematical modeling methods, especially in the profile version of education, is highly productive; for philologists, computer technologies for text analysis can play a similar role; for historians, database technologies, etc. However, today there are very few school subject teachers with the appropriate level of ICT competence.
2. Activity level (accomplished activity) .

The activity level is the level of ICT use. At this level, functional ICT literacy is effectively and systematically applied by the teacher to solve educational problems.

Distinguish:

a. Sublevel of organizational innovation

b. Sublevel of substantive innovations
Sublevel of organizational innovation is manifested in the effective implementation by the teacher of a new organizational and technological functionality, in particular
organization and maintenance of network forms of the educational process;
implementation of distance, part-time, home education, etc.;
organization and support of training based on individual educational trajectories and individual curricula of students;
co-organization of various forms of educational activities - classroom, extracurricular, independent, educational and others - into a single educational process;
application of modern education monitoring technologies
Sublevel of substantive innovations characterized by a systematic, purposeful and effective use of ICT resources and electronic educational resources (EER) in achieving a new quality of education. It is aimed at modernizing the educational process in accordance with the concept of "creating knowledge" and is manifested in updating the content of education, teaching methods, quality assessment systems.

Meaningful innovations include a set of elements:
development and implementation of training courses based on ESM (elective courses, educational practices, professional and specialized orientation courses, etc.);
implementation of new types of educational activities, which include:
problem and project approaches in teaching students;-
- organization of the educational process on the basis of independent individual and group activities of students to implement their personal, educational, social and other needs and interests;
organizing the interaction of students in solving problems and tasks based on ICT;
the use of new diagnostic tools for assessing the quality of education (including integral and subject-specific monitoring of the quality of education, a rating system of assessment, a dynamic system for assessing student achievements, etc.).
Meaningful innovations are the most complex and at the same time the most
the productive level of both the teacher's professional competence in general and ICT competence. In the field of ICT, they have their own specifics. For example, for teachers of natural sciences (physics, chemistry, biology), the use of computer mathematical modeling methods, especially in the profile version of education, is highly productive; for philologists, computer technologies for text analysis can play a similar role; for historians, database technologies, etc.

However, today there are few school subject teachers with the appropriate level of ICT competence.
The levels of ICT competence described above correspond to the stages of professional development of a modern teacher in the field of ICT.

Knowledge level- the most massive, which should be mastered in the near future all teachers without exception.

Level of organizational innovation - this is the level of successful and productive methodical work. Modernization of networks of educational institutions, objectification of the results of educational activities, diversification of forms of education, individualization of curricula - all these and many other aspects of the modernization of education require new forms of methodological work based on ICT.
Level of content innovation provides for the design and implementation of local and pilot pedagogical experiments. The levels of ICT competence described above correspond to the stages of professional development of a modern teacher in the field of ICT.

List of competencies of a subject teacher in the field of ICT

1. The presence of general ideas about the didactic possibilities of ICT.
2. The presence of ideas about the single information space of an educational institution, the purpose and functioning of a PC, information input-output devices, computer networks and the possibilities of their use in the educational process.
3. The presence of ideas about electronic educational resources and market trends in electronic publications in the sector of general education, focused on subject-professional activities, digital educational resources, made in the course of the implementation of Federal targeted programs.
4. Possession of the basics of the methodology for introducing digital educational resources into the educational process.
5. Possession of methods for organizing a personal information space, operating system interface, methods for performing file operations, organizing an information and educational environment as a file system, basic methods for inputting and outputting information, including installing and deleting applications and electronic educational resources.
6. Possession of methods for preparing didactic materials and working documents in accordance with the subject area by means of office technologies (handouts, presentations, etc.):
- text input from the keyboard and its formatting techniques;
- preparation of handouts containing graphic elements, typical methods of working with vector graphics tools;
- methods of working with tabular data (compilation of lists, information cards, simple calculations);
- techniques for constructing graphs and diagrams;
- a methodology for creating pedagogically effective presentations (for a lesson, a speech at a teachers' council, a report, etc.);
7. Possession of the simplest methods of preparing graphic illustrations for visual and didactic materials used in educational activities based on raster graphics:
- techniques for correcting and optimizing raster images for subsequent use in presentations and Web pages;
- techniques for printing images, recording on CD.
8. Possession of basic services and technologies of the Internet in the context of their use in educational activities:
- techniques for navigating and searching for educational information on the WWW, obtaining and saving it for the purpose of subsequent use in the pedagogical process;
- methods of work with e-mail and teleconferencing;
- methods of working with file archives;
- methods of working with Internet pagers (ICQ, AOL, etc.) and other communication technologies.
9. The presence of ideas about technologies and resources for remote support of the educational process and the possibilities of their inclusion in pedagogical activities.
10. Possession of the technological foundations of creating a site to support educational activities:
- the presence of ideas about the purpose, structure, navigation tools and design of the site to support educational activities;
- the presence of ideas about the structure of the web page;
- possession of the simplest techniques of site building, providing the possibility of presenting educational information in the form of a site - a file system;
- Possession of techniques for publishing a site for supporting educational activities on the Internet.

A teacher is competent in ICT if

 conducts search and selection of additional information for training using Internet resources;
 participates in the work of network associations of teachers, Internet conferences in order to improve their professional level;
 develops computer tests, systems of rating assessment of students' knowledge on the basis of standard applications and shell programs;
 creates teaching aids and materials on electronic media using standard applications and tools;
 uses ready-made multimedia developments for educational and educational purposes.

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.

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.

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.

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

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

Portal for the student. Self-training

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