One of the priority areas of informatization of modern society is the process of informatization of education. Informatization in the field of education is accompanied by the introduction of information and communication technologies into subject areas, the professional activities of teachers and the organization of management of the educational process.
Informatization of education inevitably leads to the transformation of all components of the educational system. In order for this transformation to be expressed in the improvement of forms and methods of training and education, it is necessary not only to supply educational institutions with modern equipment and software, electronic means of educational and educational purposes, but also to organize special training for employees of the education system in the field of creating and using information media technologies in everyday professional activities.
In the modern understanding, educational information technology (ITE) is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunication networks) to work with information.
Thus, ITE should be understood as the application of information technology to create new opportunities for knowledge transfer, knowledge perception, assessment of the quality of training and, of course, the comprehensive development of the student’s personality during the educational process. And the main goal of informatization of education is “to prepare students for full and effective participation in everyday, social and professional areas of life in the conditions of the information society.” Concept of informatization of the education sector of the Russian Federation: Problems of informatization of higher education. - M., 1998. - P. 57.
Systematic research in the field of application of information technologies in education has been conducted for more than forty years. The education system has always been very open to the introduction of information technologies into the educational process, based on software products for a wide range of purposes. Educational institutions successfully use various software systems - both relatively accessible (text and graphic editors, tools for working with tables and preparing computer presentations) and complex, sometimes highly specialized (programming and database management systems, symbolic mathematics and statistical processing packages) .
Currently, innovations in education are based on the use of methods and tools of computer science, ICT capabilities, which make it possible to more effectively and efficiently solve educational problems, develop the student’s personality, his creative, social and communicative abilities in order to successfully adapt to the conditions of life in the information society.
Informatization of education is the process of providing the education sector with the methodology and practice of developing and optimally using modern ICT tools, focused on the implementation of psychological and pedagogical goals of training and education.
Let us list the most important goals of the process of informatization of education and consider them in more detail.
- 1. Implementation of the social order of modern society.
- 2. Development of the student’s personality.
- 3. Intensification, increasing the efficiency and quality of the educational process at all levels of the education system.
Informatization of education, both as a process and as a field of scientific knowledge, is aimed at solving a set of tasks and problems. Let us highlight the main tasks facing the education system.
- 1. Development of new methods and organizational forms of training.
- 2. Creation of educational and methodological complexes of a new generation.
- 3. Development and implementation of automated control systems in an educational institution, filling databases and data banks with scientific and pedagogical information to carry out information interaction between employees of the education system.
- 4. Filling and using a distributed information resource on the Internet for educational purposes.
Unfortunately, very often the informatization of education means the introduction of information and telecommunication technologies into the educational process. This is, indeed, the most important direction of informatization of education, which has a decisive influence on improving the quality of training of schoolchildren. However, when studying the informatization of education, it is important to understand that the educational process itself is the main, but far from the only area of activity of a modern school, in which there is currently a massive introduction of various information technologies. The priority direction in teaching informatization of education should be the transition from teaching technical and technological aspects of working with computer tools to teaching the correct content formation, selection and appropriate use of educational electronic publications and resources, to system informatization of education.
It may seem that the use of ICT tools is always justified in all areas of educational activity. Of course, in many cases this is exactly the case. At the same time, informatization of education also has a number of negative aspects.
The use of information resources published on the Internet often leads to negative consequences. Most often, when using such ICT tools, the principle of saving energy, characteristic of all living things, is triggered: ready-made projects, abstracts, reports and solutions to problems from school textbooks borrowed from the Internet have become a common fact in school today, which does not contribute to increasing the efficiency of teaching and upbringing of schoolchildren.
Topic 1. BASICS OF INFORMATIZATION OF GENERAL SECONDARY EDUCATION
Informatization of education
Information and communication technologies (ICT) and their use in education. The transition from the isolated use of ICT tools to systemic informatization of education. The concept of informatization of education. Education informatization tools
Information and communication technologies (ICT) are increasingly penetrating various areas of educational activity every day. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of specialists, and internal factors associated with the dissemination of modern computer equipment and software in educational institutions, the adoption of state and interstate programs for informatization of education, and the emergence of the necessary experience in informatization among all more teachers. In most cases, the use of information technology has a real positive impact on the intensification of the work of school teachers, as well as on the effectiveness of schoolchildren’s education.
Word "technology" has Greek roots and translated means science, a set of methods and techniques for processing or processing raw materials, materials, semi-finished products, products and converting them into consumer goods. The modern understanding of this word also includes the application of scientific and engineering knowledge to solve practical problems. In this case, information and telecommunication technologies can be considered those technologies that are aimed at processing and converting information.
Information and telecommunication technologies (ICT) is a general concept that describes various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting information.
This definition deliberately does not include the word "use". The use of information and telecommunication technologies allows us to talk about another technology - the technology of using information and telecommunication technologies in education, medicine, military affairs and many other areas of human activity, which is part of information technology. Each of these areas imposes its own limitations and features on information technology. An example is the Internet technology, considered as an information and telecommunications technology. At the same time, it is reasonable to consider the technology of using the Internet in teaching schoolchildren not as information and telecommunication technology, but as a technology for informatization of general secondary education.
It is important to understand that the concept of education informatization technology is much broader than just the technology of using information and telecommunication technologies in the field of education. This concept includes the entire complex of techniques, methods, methods and approaches that ensure the achievement of the goals of informatization of education.
For example, technologies for informatization of education can fully include methods for creating and assessing the quality of information resources for educational purposes, methods for training teachers in the effective use of information and communication technologies in their professional activities.
The basis of ICT tools used in the field of general secondary education is a personal computer equipped with a set of peripheral devices.
The capabilities of a computer are determined by the software installed on it. The main categories of software are system programs, application programs and tools. System programs include operating systems that ensure interaction between the computer and the equipment and the user with the personal computer, as well as various utility or service programs. Application programs include software that is an information technology toolkit - technologies for working with texts, graphics, tabular data, etc. Tool programs include programs designed for software development.
In the general secondary education system, universal office application programs and information and telecommunications technology tools are becoming widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphic packages, etc.
With the advent of computer networks, schoolchildren and teachers have acquired a new opportunity to quickly receive information from anywhere in the world. Through the global telecommunications network Internet, instant access to world information resources (electronic libraries, databases, file storages, etc.) is possible. Several billion multimedia documents have been published on the most popular Internet resource - the World Wide Web WWW.
Many other common services are available on the Internet telecommunications network that allow people to communicate and exchange necessary information, including email, ICQ, mailing lists, news groups, and chat. Special programs have been developed for communication in real time, allowing, after establishing a connection, to transmit texts, sounds and images. These programs allow you to organize collaboration between remote users and a program running on a separate computer.
With the advent of new data compression algorithms, the sound quality available for transmission over a computer network has increased significantly and has begun to approach the sound quality in conventional telephone networks. As a result, a relatively new technology, Internet telephony, began to develop very actively. Using special equipment and software, you can conduct audio and video conferences via the Internet.
To ensure effective information search in computer networks, information retrieval technologies are used, the purpose of which is to collect data about the information resources of the global computer network and provide users with the ability to quickly search for information. Using search engines, you can search for World Wide Web documents, multimedia files and software, and address information about organizations and people.
With the help of ICT network tools, it becomes possible to have wide access to educational, methodological and scientific information, organize operational consulting assistance, simulate research activities, and conduct virtual training sessions (seminars, lectures) in real time.
Significant information and telecommunication technologies include video recording and television.
Videotapes and appropriate information technology allow a large number of students to listen to lectures from the best teachers.
At the same time, videotapes with lectures can be used both in specially equipped classrooms and at home. Very often, the main educational material is presented simultaneously (consistently) in printed publications and on video cassettes. An example is the traditional teaching of foreign languages at school, during which students often use printed publications in conjunction with a tape recorder or computer equipped with an appropriate teaching program.
In this case, the question very often arises about the feasibility and necessity of using various information and telecommunication technologies. So, for example, if visual information is needed during training, and it cannot be provided to the student in printed form, then the need for video materials is obvious. If a videotape or video demonstration organized using a computer is just a recording of a lecture without any additional special illustrations, then the use of information technology may be justified, but not necessary.
Television, as one of the most widespread information technologies, plays a very important role in people's lives: every family now has at least one television. Educational television programs are widely used around the world and are a striking example of the practical informatization of education. Thanks to television, it becomes possible to broadcast lectures to a wide audience in order to increase the overall development of this audience without subsequent monitoring of knowledge acquisition, as well as the opportunity to subsequently test knowledge using special tests and exams.
Unfortunately, this technology can only be used for a large audience, for example, for those studying foreign languages or the basics of any sciences. It is difficult to use national or even city television for more specialized school courses.
Many educational television and radio programs are transmitted via satellite television. For example, the international organization INTELSAT, founded in 1971, allows you to broadcast educational programs to almost the whole world, providing all of its 15 satellites for this. Satellite channels also make it possible to organize ISDN communication networks, which allow digital transmission of video, sound, text and copies of documents simultaneously.
A powerful technology that allows storing and transmitting the bulk of the studied material are educational electronic publications, both distributed on computer networks and recorded on special storage media: CD-ROM, DVD, etc. Individual and collective work of schoolchildren with them can contribute to a deeper assimilation and understanding of the material. This technology allows, with appropriate modification, to adapt existing educational materials and teaching aids for individual use, and provides opportunities for self-learning and self-testing of acquired knowledge.
Thanks to modern information and telecommunication technologies, such as e-mail, teleconferences or ICQ, communication between participants in the educational process can be distributed in space and time. For example, teachers and students can communicate with each other, being in different countries, at a time convenient for them. Such a dialogue can be extended over time - a question can be asked today, and the answer can be received in a few days. With the help of such approaches, it becomes possible to exchange information (questions, advice, additional material, test assignments), which allows students and teachers to analyze received messages and respond to them at any convenient time.
Information and telecommunication technologies used in general secondary education can be classified according to different criteria. So, for example, when studying the informatization of education, it is convenient to consider as a criterion the purpose of using a method, method or algorithm for influencing information. In this case, we can distinguish technologies for storing, representing, inputting, outputting, processing and transmitting information.
There are many information and telecommunications ones. Every year new tools and technologies appear that are important from the point of view of informatization of education. It is impossible to list, let alone study, them all. It is important to understand that, under certain conditions, many of these technologies can significantly influence the improvement of the quality of education and upbringing of schoolchildren.
At the same time, any experienced teacher will confirm that against the backdrop of the fairly frequent positive effect of the introduction of information technology, in many cases the use of information technology does not in any way affect the increase in teaching efficiency, and in some cases such use has a negative effect. It is obvious that the solution to the problems of appropriate and justified computerization of education should be carried out comprehensively and everywhere. Training in the correct, justified and appropriate use of information and communication technologies should be included in the content of teacher training in the field of informatization of education.
The tasks of informatization of society and all its spheres, which include education, receive increased attention from the state. The need for a systematic government approach to the process of development of informatization of society began to be realized in the early 90s of the last century. For example, back in 1990, the “Concept of Informatization of Society” was developed and adopted, and the concept of “informatization” began to be increasingly used in both scientific and socio-political terminology, gradually replacing the concept of “computerization”.
Academician A.P. gave a relatively broad definition of the concept of “informatization” in his publications. Ershov. He wrote that “informatization is a set of measures aimed at ensuring the full use of reliable, comprehensive and timely knowledge in all socially significant types of human activity.” At the same time, A.P. Ershov emphasized that information is becoming “a strategic resource of society as a whole, largely determining its ability for successful development.” At the same time, according to UNESCO, informatization is the large-scale application of methods and means of collecting, storing and distributing information that ensures the systematization of existing knowledge and the formation of new knowledge, and its use by society for ongoing management and further improvement and development.
It is obvious that, on the one hand, both of these definitions do not contradict each other, and, on the other hand, they also determine the informatization of the education sector, which is one of the areas of human activity. Thus, the concept of “informatization of education” can be introduced by adapting these two definitions.
Informatization of education is an area of scientific and practical human activity aimed at using technologies and means of collecting, storing, processing and disseminating information, ensuring the systematization of existing knowledge and the formation of new knowledge in the field of education to achieve the psychological and pedagogical goals of training and education.
Informatization of education in practice is impossible without the use of specially developed computer hardware and software, which are called means of informatization of education.
Means of informatization of education are called computer hardware and software, as well as their content, used to achieve the goals of informatization of education.
Using only means of informatization of education is not enough for the full use of information and telecommunication technologies in education. In practice, such means must necessarily be supplemented by the ideological base of informatization of education, as well as the activities of specialists in various fields of knowledge, whose participation is necessary to achieve the goals of informatization.
It is obvious that the concepts of educational informatization tools and ICT tools are closely related. In many cases, these two concepts mean the same thing. At the same time, the concept of means of informatization of education is broader and includes ICT tools.
Informatization of education, regardless of the direction of its implementation, is a broad, multidimensional area of human activity that affects the functioning of the entire education system, and, without exaggeration, the life of society as a whole.
A special challenge is the informatization of the activities of each individual school or other institution of general secondary education.
Informatization of a specific educational institution is a set of measures aimed at using information technology tools to increase the efficiency of information processing processes in all, without exception, types of activities of a modern institution of general secondary education.
Unfortunately, very often the informatization of education means the introduction of information and telecommunication technologies into the educational process. This is, indeed, the most important direction of informatization of education, which has a decisive influence on improving the quality of training of schoolchildren. However, when studying the informatization of education, it is important to understand that the educational process itself is the main, but far from the only area of activity of a modern school, in which various information technologies are currently being massively introduced.
The priority direction in teaching informatization of education should be the transition from teaching the technical and technological aspects of working with computer tools to teaching the correct content formation, selection and appropriate use of educational electronic publications and resources, to the systemic informatization of education. A modern teacher must not only have knowledge in the field of information and communication technologies, which is included in the content of computer science courses studied at pedagogical universities, but also be a specialist in the use of new technologies in his professional activities at school.
Lecture No. 1.
Basic concepts and definitions of the subject area:
1.1. Informatization of education as a factor in the development of society
In the middle of the 20th century. Technological progress and the growing dynamism of life have led, on the one hand, to an increase in people's needs for effective education, and on the other, to new methods of obtaining it. In the context of a significant restructuring of the general education system, increased independence of educational institutions, and the emerging diversity of types of schools (regular school, with specialized training, gymnasium, lyceum, college), the training of specialists has undergone significant changes. The tasks of developing creative potential, cognitive activity and independence of students, developing their business qualities and professional mobility have come to the fore. The social order of society to train professionally competent specialists required a serious change in many components of the training system: goals, objectives, content, methods and organizational forms based on new technologies and teaching aids. One of the most significant innovative approaches to solving the problem of modernizing the education system and managing educational institutions was the informatization of education.
Informatization of education- the process of providing the education sector with the methodology and practice of developing and optimally using modern information and communication technologies, focused on the implementation of psychological and pedagogical goals of training and education.
Informatization of education is an integral part informatization of society - a global social process, the peculiarity of which is that the dominant type of activity in the sphere of social production becomes the collection, accumulation, processing, storage, transmission and use of information, carried out on the basis of modern computer technology and information exchange.
The Concept of the federal target program "Development of informatization in Russia for the period up to 2010" identified strategic directions for Russia's transition to information society , in which optimal conditions have been created for the majority of citizens to exercise their rights and satisfy information needs based on the use of information resources. Among them, one of the main ones is the informatization of the entire system of general and special education; increasing the role of qualifications, professionalism and creativity.
Often, the informatization of education refers to the introduction of information and telecommunication technologies into the educational process. This is really important, having a decisive impact on improving the quality of education, but not the only direction of informatization of education. Informatization of education is a broader concept that represents an area of scientific and practical human activity aimed at the use of information and communication technologies and means of collecting, storing, processing and optimally using information, ensuring the systematization of existing knowledge and the formation of new knowledge to achieve the goals of training and education.
Informatization of education initiates the following processes:
Improving the methodology and strategy for selecting the content, methods and organizational forms of training and education that correspond to the tasks of developing the student’s personality;
Creation of methodological training systems focused on the development of the student’s intellectual potential, the formation of skills to independently acquire knowledge, carry out information and educational, experimental research and other types of information activities;
Improving the mechanisms for managing the education system through the use of automated data banks of scientific and pedagogical information, information and methodological materials and communication networks.
Informatization of education includes the following areas:
Creation and development of material and technical base, information and network infrastructure;
Development and use of high-quality software and methodological support;
Development of a modern approach to increasing the effectiveness of training based on new information and communication technologies;
Training of specialists with information and pedagogical culture.
The study of problems of informatization of education involves the use of a certain conceptual apparatus, which can generally be considered established. Let us present a number of generally accepted concepts of informatization of education.
Education informatization tools- these are tools of new information technologies (NIT), used together with educational, methodological, normative, technical and organizational and constructive materials, ensuring the implementation of optimal technology and their pedagogically appropriate use. The means of informatization of education are information technologies, technical and communication tools, software, psychological, pedagogical and methodological support.
Information and subject environment with built-in elements of learning technology- a set of conditions that promote active information interaction between the teacher and students, focused on performing various types of activities (information-educational, experimental-research) within the framework of a certain teaching technology. The information-subject environment with built-in elements of learning technology includes means and technologies for collecting, accumulating, storing, processing, transmitting educational information, means of presenting and retrieving knowledge, ensuring their interconnection and the functioning of organizational structures of pedagogical influence.
Information and educational activities- this is an activity based on information interaction between students, the teacher and the means of new information technologies, aimed at achieving educational goals. In this case, the following types of activities are expected to be performed: registration, collection, accumulation, storage, processing of information about the objects, phenomena, processes being studied; transfer of large amounts of information; interactive dialogue; management of real objects; control of the display of models of various objects, phenomena, processions on the screen; automated control (self-control) of the results of educational activities and correction based on the results of control.
Tools of new information technologies (SNIT)- software and hardware and devices operating on the basis of computer technology, modern means of information exchange systems, providing operations for collecting, accumulating, storing, processing, and transmitting information. SNIT includes: Computers and their peripheral equipment; devices for converting text, graphic, multimedia and other types of information; modern means of communication (local and global computer networks); artificial intelligence systems; computer graphics systems; software packages (programming languages, operating systems, application software packages), etc.
Management information systems ensure the passage of information flows between all participants in the educational process (students, teachers, administration, parents, the public).
Article on the topic: “Stages of informatization of domestic education”Informatization of education refers to purposeful activities for the development and implementation of information and communication technologies:
in the educational process to prepare citizens for life and activity in the modern information society; improving the quality of general education and professional training of specialists based on the widespread use of information and communication technologies;
in the management of the education system to improve the efficiency and quality of management processes;
in methodological and scientific-pedagogical activities to improve the quality of teachers’ work; development and implementation of new educational technologies based on the use of information and communication technologies.
In the modern information society, the basis for the development of civilization is information processes, in which information and communication technologies are widely used. The introduction of information and communication technologies into the spheres of human activity contributed to the emergence and development of the global process of informatization. In turn, this process gave impetus to the development of informatization of education, which is one of the most important conditions for reforming and modernizing the domestic education system, since it is in the field of education that those people are trained and educated who not only form the new information environment of society, but who themselves will live and work in this new environment. In Russia, as in many other countries of the world community, increasing attention is being paid to the problem of informatization of education, which is considered as one of the most important strategic problems in the development of civilization.
The problem of informatization of education is a fundamental and most important global problem of the 21st century due to the following main reasons:
the rapid development of the process of informatization of society, which is a manifestation of the general pattern of development of civilization. Today, this process has acquired a truly global character and already covers almost all developed countries of the world, including Russia. At the same time, the informatization of society entails many very radical social changes. It significantly changes almost every aspect of people's lives;
The functionality and technical characteristics of computer science tools and information and telecommunication technologies have been growing extremely rapidly in recent years, and their cost has been steadily decreasing, which makes these tools increasingly accessible to the mass user. It should be noted that these opportunities are already significantly ahead of the level of preparedness of society that is required for their effective use, and this gives rise to another social problem - the problem of developing a new information culture of society, closely related to the problem of developing the education sector;
the further rapid development of information and communication technologies and the widespread introduction of its achievements into social practice led to the formation of a completely new information environment of society, which modern philosophers call the infosphere. It is the infosphere that will determine the main features of the information society, that new civilization that is already being formed today in developed countries and, with historical inevitability, will spread from them throughout the world.
Informatization of domestic education began in 1985 (with the state education reform of 1984), when an extremely important government decision was made to send several thousand of the first Soviet personal computers to the education sector and to introduce a general course in the fundamentals of computer science and computer technology in secondary schools. A new concept began to enter the public consciousness - “computer literacy”. It meant mastering the skills of solving problems using a computer, as well as understanding the basic ideas of computer science and the role of information technology in the development of society.
The following stages can be distinguished in the informatization of education:
1985-1993 before the adoption of the Program for Informatization of Education of the Russian Federation;
1993-1998 before the adoption of the Concept of informatization of the education sector of the Russian Federation;
1998-2001 before the expiration of regional programs for informatization of secondary education systems prepared in 1998-1999.
2002-present from the moment Russia joined the Bologna Agreement and the beginning of the modernization of domestic education and its entry into the global educational space.
Stage from 1985 to 1993 can be called the stage of “computerization”, the main results of which were:
introduction of general educational computer science in all secondary educational institutions;
the beginning of the training of computer science teachers in pedagogical universities;
equipping educational institutions with diverse computer equipment;
creation of the Russian Foundation for Computer Training Programs at the Institute of Informatization of Education, consisting of information and software parts;
in 1990, the concept of informatization of education was developed and published, which determined the main directions and stages of development of an important process in the development of our society. The concept emphasized that informatization of education is “the process of preparing a person for a full life in the information society.” At the same time, it was pointed out that the informatization of education is not only a consequence, but also a stimulus for the development of new information technologies, that it contributes to the accelerated socio-economic development of society as a whole.
In the early 90s, four most important tasks were identified in the substantive direction of development of informatization of education:
Training of specialists for professional activities in the information environment of society who are proficient in new information technologies.
Formation of a new information culture in society.
Fundamentalization of education due to its significantly greater information orientation and the study of the fundamental principles of computer science.
Formation of a new information worldview among people.
At the second stage, from 1993 to 1998, from which the process of informatization actually begins, the first concepts of informatization of education in the Russian Federation were developed. In 1993 The Program for Informatization of Education in the Russian Federation for 1994-1995 was adopted, which incorporated the main strategic directions of informatization of the education system of the USSR and was designed to achieve short-term goals.
In accordance with this Concept, work on informatization of education was carried out in the following main areas:
Informatization of the process of training and education.
Informatization of scientific research in higher education. Management of the higher school system as an object of informatization.
Creation of a modern information environment for the system of higher education and science. Equipping the higher school system with technical means of informatization.
Information integration of higher education in Russia into the global university system.
At the beginning of 1997, in the higher education system of Russia there were three official documents in force, that is, they had a certain legal status, which were called concepts and related to the subject area of informatization of higher education:
The concept of system integration of information technologies in higher education (published in early 1993);
Concept of informatization of higher education in the Russian Federation (approved on September 28, 1993);
Concept for the development of a telecommunications network in the higher education system of the Russian Federation (approved on March 31, 1994).
After the publication of these documents, a number of factors arose that required comprehension and further development, as well as revision of a number of provisions of the above-mentioned concepts. Among these factors, the most significant were the following:
in August 1996, a unified Ministry of General and Professional Education of the Russian Federation was created (on the basis of the abolished Ministry of Education of the Russian Federation and the State Committee of the Russian Federation for Higher Education);
in recent years of education reform in Russia and other countries of the world, a number of illusions have been dispelled and practical experience in informatization of the educational process, both positive and negative, has appeared;
over the past decade, the Russian education sector has made significant progress in terms of integration into the global educational space;
the main directions of the most important components of new information technologies (NIT) for system-wide, basic and educational purposes have been determined to a large extent, at least for the next few years;
significant and useful experience in the use of information technologies (IT), both in general and in vocational education, has been accumulated and analyzed, including at the international level.
In 1998, these and other factors formed the basis of the Concept of informatization of the education sector of the Russian Federation, which was presented on May 5, 1998 at the plenary meeting of section No. 8 “Information technologies in education and science” within the framework of the First International Congress and Exhibition “Education - 98” "(Moscow, May 4-7, 1998). The purpose of developing this Concept was to determine the tasks, main directions, pace and priorities of the development of informatization of the education sector in Russia in the conditions of a crisis economy and a transition period to market economic methods.
This document included a system of views and provisions defining short-term and long-term goals, the achievement of which through informatization was supposed to improve the quality of education in Russia and solve the problem of providing the country's economic sectors with highly qualified personnel.
The preliminary version of the Concept, developed at the State Research Institute of System Integration, was considered on September 26, 1997 at a meeting of the Working Group, which, by decision of the Russian Ministry of Education dated September 2, 1997, included specialists and experts representing the main structures of the Russian education system.
One of the main directions of informatization of education was the creation and development of a distance education system, the concept of which was put forward at the Second International Congress “Education and Informatics: Educational Policy and New Technologies”, convened by UNESCO in cooperation with the Russian Federation in Moscow from July 1 to 5 1996. In development of Decree of the Government of the Russian Federation No. 498 of May 23, 1995, two councils were organized in 2000 (interdepartmental for open education and for distance learning in the field of vocational education). 01/10/2003 The President of the Russian Federation approved Federal Law No. 11-FZ on amendments to distance educational technology in both Federal Laws, and the Ministry of Education approved the methodology for organizing distance learning in institutions of vocational (secondary, higher and additional) education (order dated December 18, 2002 No. 4452) and licensing standards (order No. 4452 and order No. 985-24 dated 08.26.03). Before 1998, a fairly large number of distance learning systems were created and programs were developed based on their use.
Further development and implementation of the developed concept was prevented by the economic crisis that broke out in the country in August 1998. From that moment, decentralization trends in the education sector began to develop, including in the processes of informatization: regional and even local ones (up to the framework individual educational institutions) educational informatization programs. The financing of these programs was left to the developers themselves and came from various sources: local budgets, extra-budgetary funds from organizations, support from various foundations, etc.
Only in 2001, in connection with the gradual recovery from the crisis, the state again began targeted activities to informatize education. From now on, financing takes on a competitive nature.
In 2001, in pursuance of Presidential Order No. Pr-1769 dated September 1, 2000 and Government Decree No. 224 of March 23, 2001, the Russian Ministry of Education determined the main activities of the “Computerization of Rural Schools - 2001” project. In development of the project, the Ministry of Education of Russia prepared and approved by Decree of the Government of the Russian Federation No. 630 of August 28, 2001 the Federal Target Program “Development of a Unified Educational Information Environment for 2001-2005” (REOIS). It provides for a comprehensive solution: providing educational institutions with modern hardware and software, developing infrastructure that provides access to information resources and guaranteed maintenance of equipment, improving the relevant qualifications of education workers, developing electronic learning tools that allow students and teachers to study remotely, and the best teachers to teach .
In 2002, activities of the Ministry of Education were organized to implement the main directions of informatization of education approved at the board on February 28, 2002 for the 2002 competitions, and in 2003 - activities of the Ministry of Education to implement the directions of informatization of education for the 2003 competitions.
At this stage, the main directions of informatization of education were:
Training for the information society
Development of electronic educational resources
Computerization and communication support for education
Support for regional informatization programs
Development of information and communication technologies for education management
Russia's accession to the Bologna Agreement in 2002 led to a revision of the domestic education system. Recently, there have been trends towards its integration into the global educational space, which led to the beginning of its modernization. One of the main directions of modernization of domestic education is its informatization, which at the present stage is developing in the following four main directions:
Equipping educational institutions with modern computer science tools and using them as a new pedagogical tool that can significantly increase the efficiency of the educational process. This direction is called pedagogical informatics in our country. Beginning with the development and fragmentary introduction of scientific information technology into traditional academic disciplines, pedagogical informatics began to develop and offer teachers new methods and organizational forms of educational work, which later began to be used everywhere and today are capable of supporting almost all the diversity of the educational process, both in the higher education system and and in high school. The problem here lies only in the level of equipment of educational institutions with modern information technology.
The use of modern means of computer science, information telecommunications and databases for information support of the educational process, providing teachers and students with the possibility of remote access to scientific and educational information, both in their own country and in other countries of the world community.
The development and increasingly widespread dissemination of distance education - a new method of implementing the processes of education and self-education, which makes it possible to significantly expand the scope of the educational space and provide access to the educational resources of a given country and other countries of the world community for an increasingly large part of the population.
Revision and radical change in the content of education at all levels, due to the rapid development of the process of informatization of society. These changes today are oriented not only towards increasing general educational and professional training of students in the field of computer science, but also towards the development of a qualitatively new model of preparing people for life and activity in the conditions of a post-industrial information society, the formation in them of completely new personal qualities necessary for these conditions and skills.
In 2005, within the framework of priority national projects, the Education project was put forward at the state level. The directions, main activities and parameters of the priority national project “Education” were approved by the presidium of the Council under the President of the Russian Federation for the implementation of priority national projects (Minutes No. 2 of December 21, 2005). In the direction of “Implementation of modern educational technologies,” the main activities are: development and placement of educational information resources in the public domain on the Internet, connecting schools to the Internet, purchasing and supplying computer equipment to educational institutions; as well as equipping schools with educational visual aids and equipment. The implementation of this direction is an integral part of the process of informatization of domestic education.
Although the informatization of education is developing, directions, concepts and programs are being developed and implemented at different levels (from federal to the level of educational institutions), in a number of areas of informatization of education, the results stated in previous concepts have only been partially achieved due to various reasons. The most important works among them still remain the following:
creation of a global information infrastructure for education (the problems of the next stage of reform in the education sector have not been fully resolved);
development of an effective regulatory framework;
creation of a system of standardization and certification of information technologies in education;
creation of an information and analytical system for education management;
development of a scientifically based methodology for the use of information technologies in the educational process;
creation of a basic computer science course for all stages of lifelong education - from schools to postgraduate and additional education;
training and retraining of personnel for the education system in the field of use and implementation of new information technologies.
Informatization of education is part of the informatization of society, a process that has taken on the character of an information explosion or revolution since the middle of the 20th century, which gives grounds to characterize modern society as informational. This means that in all spheres of human activity the role of information processes is increasing, the need for information and the means for its production, processing, storage and use is increasing. Information becomes scientific and
The growing need for information and the increase in information flows in human activity determines the emergence of new information technologies (NIT) - the use of electronic means for working with information, along with traditional information technologies that use traditional information media (paper, film).
Informatization of education is a set of measures to transform pedagogical processes based on the introduction of information products, tools, and technologies into training and education. The theoretical basis for informatization of education is first of all computer science, then cybernetics, systems theory and, of course, didactics. Computer science, as you know, is a branch of knowledge that studies the production, processing, storage and dissemination of information in nature, society, and the technosphere.
The penetration of new information technologies into education forces us to look at the didactic process as an information process in which students receive information, process it and use it. Programmed learning and, following it, teaching technology have shown that learning, understood as a process of information processing, can be strictly controlled, similar to the processes in complex systems dealt with by cybernetics. Therefore, informatization of education should be considered not simply as the use of a computer and other electronic means in teaching, but as a new approach to the organization of training, as a direction in science, which scientists call pedagogical informatics. The information approach to teaching poses a number of challenges to didactics and pedagogy in general. problems.
So, for example, the question arises about the forms of presenting knowledge in the educational process, meaning traditional texts, visual materials, and new forms created by analogy with information ones: text divided into blocks or otherwise structured, thesaurus, frame (something like V. Shatalov’s reference signal), concept tree (something similar to graphs in computer science), hypertext and others. In turn, the forms of knowledge representation determine the search for means of their presentation in the didactic process and methods for processing information, that is
educational and cognitive operations, methods of learning and teaching. But these and other questions are the main questions of didactics.
In addition, a number of general pedagogical and socio-pedagogical problems or aspects of informatization of education arise. The term appeared "visual education" which means that in teaching, images, images, models, signs will play an increasingly important role, pushing aside familiar texts. Working with signs and sign systems, translation from one sign system to another, encoding and decoding - these and other procedures should be able to be done by a person in the information society. In this regard, the question arises about the information culture of the individual, which is understood as having knowledge in the field of information and the ability to work with information. The information culture of the individual, scientists believe, must be formed at school. Therefore, in the second half of the 20th century, a direction was formed in pedagogy - media education, which explores the issue of schoolchildren studying media communications. Scientists understand the main tasks of media education as follows: to prepare schoolchildren for life in the information society, to develop in them the ability to use information in various forms, to master the methods of communication using information technologies and means, that is, to communicate, to be aware of the consequences of the influence of the media on a person, in particular means of mass communication. In schools in developed countries, a special subject is taught to solve these problems. Its content is approximately the following: the concept of communication, sign systems, presentation of information, mass media. In recent years, computer literacy has been added to this, which gives the subject the name “Fundamentals of Computer and Media Literacy.”
In domestic pedagogy there was and is something close to media education in individual schools in the form of training in cinema, journalism, and audiovisual culture. We can say that our schoolchildren learn information culture independently, working with home electronic devices.
In the USSR, and therefore in Russia, the concept of informatization of education was developed and is being implemented. Basics of it
The provisions are as follows. The main goals and directions of scientific and practical work have been identified:
development and implementation of new information technologies in training, education and education management based on research work in didactics and computer science;
formation of information culture of schoolchildren, that is, information knowledge, skills to learn using a computer and other electronic means, basic programming skills;
changes in methods, forms and content of training in connection with the penetration of information technology into the educational process;
Preparing teachers to carry out teaching in working conditions with electronic means.
It can be seen, firstly, that the informatization of education affects such important components of education as goals and content. One of the main components that make up the model of a school and university graduate is information culture. This requires not only the introduction of special subjects at school and university, but also a revision of the content of traditional school disciplines; and the nature of these changes is not yet clear to scientists.
Secondly, the use of automated teaching systems and other technologies in the educational process leads to a revision of methods and forms of teaching at school, to an analysis and new understanding of the didactic process, the establishment of new principles of teaching, and also to a new look at the learning process from the point of view of psychology.
Third, informatization of education involves, first of all, the development of educational support for the didactic process based on new and traditional information technologies. You should know that new information technologies in education include three components: technical devices, software and educational support. Modern technical devices, in addition to the computer, include a printer, modem, scanner, television and video equipment, devices for converting information from one form to another, etc. Since the computer is the basis of information technology, the informatization of education is often understood as the computerization of education, that is, the use of a computer as a teaching tool and wider multi-purpose use of the computer in the educational process.
The second component of information technology are programs that control work on a computer and serve this work. The third and most important component of information technology from the perspective of didactics is educational software; this is, in essence, a special class of programs - training programs, training systems. Actually
they set and determine the process and technology of computer training. They are constantly being improved by specialists. Currently, there are databases and data banks, hypertext systems created specifically for educational purposes. Among the training systems, the most common are: for training skills; training; for the formation of knowledge, including scientific concepts; problem-based learning programs; simulation and modeling programs; didactic games.
The most complex programs include intelligent (including expert) training systems. Their peculiarity is that they diagnose a student and create a history of his learning, a model of a particular student, and offer an individual training program on this basis.
Thus, the informatization of education leads, as was said, to a change in the essential aspects of the didactic process. The activities of the teacher and student change. The student can operate with a large amount of varied information, integrate it, have the ability to automate its processing, model processes and solve problems, be independent in educational activities, and more. The teacher is also freed from routine operations, gets the opportunity to diagnose students, and monitor the dynamics of the student’s learning and development. It should be said, however, that the mass of teachers is not ready for the transition from classroom teaching and from explanatory traditional teaching to the use of information technology in education. Electronic technology is still used mainly as a teaching aid. To a certain extent, teachers are right: computers and new information technologies will gradually change the didactic process and, probably, will not completely replace traditional teaching technologies.
Questions and fortune telling for self-control
1. How to understand the two-way nature of the learning process?
2. Describe the essence and structure of teaching and learning.
3. Describe the integrity and cyclical nature of the learning process.
4. Give a brief description of the functions of training: educational, developmental and educational.
5. Place opposite each statement the name of the type or system of education to which this statement relates.
| Statement | Education system |
| 1. Educational activities are carried out based on an indicative basis of actions. | informative learning, |
| 2. Knowledge is given in small doses and the degree of assimilation is immediately checked. | developmental education, |
| 3. Knowledge is acquired in the process of solving problem situations. | teaching technology, |
| 4. The learning process is based on diagnostically set goals and reproducibility of the training cycle. | theory of gradual formation of mental actions, problem-based learning, programmed learning |
| 5. Training takes place at a high level of difficulty with theoretical knowledge playing a leading role. | |
| 6. Knowledge is given in ready-made form, it must be remembered and reproduced. |
6. Complete the table and write down the types of training it represents at the top.
7. Fill in the missing stages in the formation of students’ mental actions:
1) creating motivation for learning;
2)...............................................
3) performing actions in a material, materialized form;
4)..................................................
5) formation of actions in external speech “to oneself”;
6)..................................................
Test yourself with the text.
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