Dictionary of terms on information and communication technologies. A brief dictionary of information technology terms

State Academy of Sciences

Russian Academy of Education

Institute of Informatization of Education

Dictionary

terms of the conceptual apparatus of informatization of education

Moscow, 2009

Explanatory dictionary of terms of the conceptual apparatus of informatization of education. – M.: IIO RAO, 2009. – 96 p.

ISBN 978-5-904572-01-3

Developed at the Institute of Informatization of Education (IIORAO) of the Russian Academy of Education.

Compiled by:

I.V. Robert – Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor,

T.A. Lavina – Doctor of Pedagogical Sciences, Professor.

Employees of IIO RAO took part in the creation of the dictionary:

Danilyuk S.G., Doctor of Engineering. n.; Kozlov O.A., Doctor of Education n.; Mukhametzyanov I.Sh., Dr. med. n.; Pavlov A.A., Doctor of Engineering. n.; Romanenko Yu.A., Doctor of Engineering. n.; Serdyukov V.I., Doctor of Engineering. n.; Bosova L.L., Ph.D. n.; Ezhova G.L., Ph.D. n.; Kastornova V.A., Ph.D. n.; Martirosyan L.P., Ph.D. n.; Prozorova Yu.A., Ph.D. n.; Usenkov D.Yu.

The explanatory dictionary includes more than 200 terms of the conceptual apparatus of the new branch of pedagogical science (informatization of education). The conceptual apparatus of informatization of education is the result of 20 years of research by the scientific school that has developed at the IIO RAO. A feature of the explanatory dictionary is the presence in it (for all terms) of bibliographic references to sources that were used in formulating the terms.

The publication is addressed to researchers, teachers, teachers of vocational education institutions specializing in the field of informatization of education, as well as all education specialists whose activities are related to the creation and use of information and communication technologies for educational purposes.

The electronic version of the explanatory dictionary is available on the IIO RAO website: http://www.iiorao.ru

Automation of training– training in which part of the routine functions previously performed by the teacher is transferred to automatic devices that implement the capabilities of information and communication technologies.

Automation of processes of information and methodological support of the educational process and organizational management of an educational institution

em (by the system of educational institutions)– maintaining a given degree of comfort in the activities of an education worker based on the use of information and communication technologies in the process of conducting office work in an educational institution, as well as in the professional activities of a subject teacher, methodologist, organization

congestion educational process. The main functions of information and communication technologies in the process of automation of information activities in an educational institution and organizational management of document flow processes: processing

general processing of documents, their verification and execution; local document storage; ensuring end-to-end accessibility of documents without duplicating them on paper; remote collaboration of users on a document; support for “paperless” communication between users from their workplace; various types of information interaction via telecommunications; personal processing of data and documents, including remote processing, via telecommunications; collective processing of data and documents by means of telecommunications; exchange of information between databases; use of distributed information resource; combining electronic and verbal communications; maintaining personal databases, including remote access; data input/output or fixed

bathroom forms of documents. WITH means of information and communication technologies in the process of automating the information activities of an institution provide: information

on-line support of modern methods of record keeping in an educational institution, including document flow; efficiency of making management decisions with the possibility of remote notification of decisions made; operational planning, design and management of the educational process.

Automated training system (ATS) – computer ergatic system,

designed to optimize the learning process using information and communication technologies based on automation of student activity management processes.

Automated laboratory practical system – complex of technical and pro-

software tools that provide laboratory work and experimental research directly with physical objects and (or) mathematical, information-descriptive, visual models presented on the computer screen.

Automated control system (ACS) – control system for any object, real-

exploring the possibilities of information and communication technologies, in which a person is directly involved.

Automated workstation (AWS)– a set of technical, software and methodological tools that serve the user’s workplace, ensuring the implementation of information activities, information interaction and access to information

formation resources.

Database Administrator– a person or group of persons involved in the ongoing management of the database and responsible for the technology of its operation. Main functions: ensuring reliable operation, maintaining integrity, ensuring authorized access, restructuring, updating data, etc. Management tool - special software.

Information computer network administrator - a person or group of persons involved in current

general management of the network and the prospects for its development. Main functions: ensuring the reliability of the network, determining and issuing access addresses and passwords, ensuring interaction with other networks, interaction with database administrators, etc. Management tool – network management system.

System administrator– a person who manages an information system, interacts with users, and ensures the reliability of its functioning. Often used

They call it the abbreviation “sysadmin”, from the English. system administrator.

Algorithmization of the learning process– description of the process in the language of mathematical symbols for the purpose of drawing up an algorithm; this description reflects the elementary acts of the process, their sequence and interconnection. To implement algorithmization of the learning process it is necessary:

1) divide the learning process into elementary acts, for which a mathematical description can be given;

2) identify relationships that describe elementary acts of the learning process that are combined into a system;

3) describe the relationship between these acts.

These stages are represented in the form of an algorithm described in a certain way. An algorithmic process can be described verbally, a flowchart, a logic diagram or a graph diagram, depending on the characteristics of the process itself.

Analog representation(used in analog computers) – representation of a continuously changing specific physical quantity by another, also continuously changing quantity (for example, some mechanical quantity by current or voltage)

eat) .

Analog-to-digital conversion – conversion of signals from analog (continuous)

forms to digital.

Analog Electronic Simulation– a modeling method using an analog computer that uses an analog representation.

Asynchronous data transfer– a method of transmission and a method of retrieving data from a continuous stream of messages with a time delay.

A database (DB) is a named, holistic collection of data that displays the state of objects and their relationships in a given subject area. BEnsures the use of the same data in various applications, allows solving problems of planning, design, research, and management. The functioning of the database is ensured database management system (DBMS). Database sometimes called an organized set of facts from any subject area, information arranged in the form of a set of record elements of the same structure. To process records, special programs are used to organize them and make selections according to the specified rule(s).

A knowledge base (KB) is an organized body of knowledge, presented in a form that allows the automated use of this knowledge based on the implementation of information technology capabilities. A knowledge base is sometimes called a set of systematized fundamental information related to a certain field of knowledge, stored in computer memory, the volume of which is necessary and sufficient to solve a given range of theoretical or practical problems. In the control system of the knowledge base are used

artificial intelligence methods, special knowledge description languages, intelligent interface. Knowledge base contains not only specific facts, but also a description of general patterns (for example, a subject area). Knowledge base is used in applications of artificial intelligence to solve problems in a specific field.

A data bank (DB) is a collection of long-term storage arrays of information, usually organized into data libraries, as well as software and hardware tools that ensure its accumulation, updating, adjustment and use.

Firewall– a barrier (software and/or hardware) between two information networks, allowing only authorized internetwork connections to be established.

Browser (web browser) is software that allows users to view HTML documents, as well as access files and software associated with these documents. Originally created for the purpose of viewing and navigating World Wide Web (WWW) documents, web browsers blur the boundaries between local and remote resources, giving users access to both local machine documents and documents located on Intranet/Internet networks. For browsers, the core concept is hyperlinks, which allow you to navigate between documents. Most browsers are capable of downloading and moving files, viewing newsgroups, displaying graphics embedded in documents, playing audio and video files associated with documents, and executing code from small programs (such as Java applets or ActiveX components) embedded in documents.

In-school training of teaching staff in the field of informatization of education

Vania is a process organized and initiated by the school administration (methodologist organizer of informatization of education), carried out in the information and communication environment of the school, aimed at stimulating the improvement of the professional level of school employees of the relevant profile in the field of implementation of the main directions of informatization of education, in order to optimally use modern information means and communication technologies.

Capabilities of information and communication technologies:

immediate feedback between the user and information and communication technology tools that determines implementationinteractive dialogue, which is characterized by the fact that each user request causes a response from the system and, conversely, the latter’s response requires a user response;

computer visualization of educational informationabout the object or process being studied - visually

visual representation on the screen: of an object, its components or their models; process or its model, including hidden in the real world; graphic interpretation of the studied pattern of the process being studied;

computer modelling objects being studied or investigated, their relationships, phenomena, processes occurring both real and “virtually” - the representation on the screen of a mathematical, information-descriptive, visual model is adequate to the original;

archiving, storing large volumes of information with the ability to easily access it, transfer it, and replicate it;

automation of computing processes, information retrieval activities, as well as processing the results of the educational experiment with the possibility of repeated

analysis of a fragment or the experiment itself;

process automation information and methodological support, organizational management

learning activities and monitoring the results of learning.

Age restrictions for computer use

a personal computer, depending on age, allowing it not to harm his health

Worldwide multimedia environment - World Wide Web (WWW) – a worldwide distributed information environment containing a variety of information (including multimedia dia components of web pages), having certain capabilities of a distributed database, although it does not imply the presence of a unified structure of stored information. WWW provides the most convenient and universal service of the World Wide Web, which primarily implements the information aspect of the Internet, but also actively displaces (replaces) almost all other services (including purely communication ones). The fundamentals of the Web are the use of a highly standardized single user interface based on the HTML language supporting hypertext technology, the use of universal and easy-to-learn client software (browsers) for non-professionals, and the use of the HTTP protocol, which provides the necessary functions for downloading the required computers.

components of web pages to the client computer for viewing in a browser and support for the hypertext mechanism.

Geographic information systems (GIS)- these are tools for processing spatiotemporal information (usually tied to some part of the earth's surface) and used to manage it. In general, geographic information systems are not only information systems for geography (geology, geodesy), but have a broader meaning and application. The prefix "geo" means the use of "geographical", i.e. spatial principle of information organization.

Geoinformation technologies– a set of methods and techniques for the practical use of geoinformatics achievements for manipulating spatiotemporal data, their collection, presentation and processing, including analysis. Geoinformation technologies arose at the intersection of geography, computer science, theory of information systems and cartography with the involvement of general scientific methods of cognition (in particular, the systems approach) in the context of realizing the capabilities of information and communication technologies. Currently, geographic information technologies are becoming an interdisciplinary integrating tool that makes it possible to combine and study any spatiotemporal and thematic

scientific data.

Hypermedia is a hypertext that includes structured information of various types (text, illustrations, sound, video, etc.).

Hyperlink – a link from one electronic information object to another (for example, from a text to a note or bibliography item, from one encyclopedic article to another). Special marks in the text are recognized by a program (browser), which navigates to a specified fragment of this text or to another file, generally located on another computer. Hyperlinks are placed by the text developer in accordance with the browser's requirements.

Hypertext (Hyper-Text) is an information processing technology that has a method of organizing data, which is characterized by the following: in hierarchical database sections of plain text (objects) with possible illustrations are placed; named connections are established between objects, which are pointers; a section of text is placed on the computer screen where the object corresponds to a visual mark, which can be specially highlighted words and windows in the text containing all or part of the information about this object; this information, in turn, may contain text that contains words related to certain objects and pointers to other objects and (or) corresponding windows. Hypertext appeared in the early 60s. XX century and described a system that allows access to any text data recorded in the system. Moreover, in such systems it was possible to create their own relationships between different parts of data. Extension of this approach from text data to other types of data now available on PCs - graphic, sound, video, etc. – defines the modern presentation of the Hypermedia system

(Hyper-Media).

Globalization of the modern information society , developing on the basis of information

tion and communication technologies, currently manifested in the following trends: international division of labor; international investment in the economies of various countries; the creation of scientific and industrial communities that develop internationally significant problems and tasks, the solution of which initiates the development of scientific and technological progress simultaneously in several countries of the world; informatization (based on global communication) of the developments of specialists from international associations in the field of science, technology, business, production of consumer goods, etc.; creation of globally significant political associations (political

globalization); social division (polarization) of the countries of the world according to the level of their material well-being.

Global criteria– criteria that have a significant impact on the entire quality assessment system. Failure to meet the global criterion, as a rule, leads to a negative expert assessment.

Declarative way of presenting information characterized by the fact that the bulk of information is presented as a static set of facts that can be manipulated using a set of universal procedures.

Definition is a brief definition that describes the essential and distinctive features of objects, or reveals the meaning of the corresponding term. The definition does not cover the description of the subject with exhaustive completeness, but is a brief description of its essence and the definition of its clear boundaries.

Diagnosis of errors based on training results (educational activities) – statement of the

the number of erroneous actions of the student and the presentation of appropriate comments on the computer screen.

Conversational mode– a mode of direct interaction between a person and a computer, computers on a network, or between a computer and a peripheral device, in which the connection between interacting systems is not interrupted. Often called on-line mode.

Distance learning– interactive interaction both between the teacher and the student (student) or trainees (students), and between them and an interactive source of information resource (for example, a website or web page), reflecting all the components inherent in the educational process (goals, content, methods , organizational forms, learning tools), carried out in the context of realizing the capabilities of information and communication technologies (immediate feedback between the user and the learning tool; computer visualization of educational information; archival storage of large volumes of information, their transmission and processing; automation of computing, information retrieval processes activities, processing the results of an educational experiment; automation of processes of information and methodological support, organizational management of educational activities and monitoring the results of mastering educational material).

Dosing educational material- the basis programmed training, is used to identify an algorithm for constructing an applied (including training) program.

Domain name is a unique name assigned to a site that allows you to uniquely identify the site on the Internet and access its content (content). Domain names are assigned (registered) by the relevant organizations responsible for shaping the structure of the World Wide Web in a given region.

The site address is a unique digital number (IP - Internet Protocol), consisting of four numbers from 0 to 255 (bytes), written through a decimal point. For convenience, a digital name can be associated with a domain name (DNS - Domain Name System), usually also consisting of several parts written through a dot, for example:

www.<название_организации>. <тип_подсети>

<логин_пользователя>. <имя_сервера>.<страна>,

where www is a designation of affiliation with the World Wide Web service (usually typical for so-called “first-level domain names”);<тип_подсети>– a symbol (abbreviation) indicating the nature of the site: com – commercial, org – government organization, net – services and support services for the Internet, edu – educational resources, etc.;<страна>– the generally accepted abbreviation of the name of the country in which this domain name is registered: ru – Russia, us – USA, ua – Ukraine, etc.;<имя_сервера>– the domain name of the server on which this site is located (the second of these examples of the domain name format is typical for hosting many sites on one server and is called a “second-level domain name”), <название_ организации> And <логин _пользователя> – parts of a domain name that ensure its individuality.

Storing a database that determines the correspondence of domain names (DNS) assigned to computers on the Internet to digital addresses (IP), and determining the IP required to access a site using the DNS entered by the user is carried out on special servers (DNS servers) forming a “matryoshka” hierarchical a structure adequate to the structure of domain names: global DNS server (database of country names) Æ regional DNS servers (database of city names) Æ city DNS servers (database of names within the city). This structure allows you to speed up the search for the required IP: if a local DNS is specified, it is enough to contact the city DNS server, otherwise the latter itself turns to a higher-level DNS server (regional or global).

Address of a separate web page ( URL – Uniform Resource Locator) usually includes an indication of the protocol used (usually http:// - the HTTP protocol), the domain name of the site, and possibly the path and name of this page. When you specify only the site's domain name as an address, the site's head page, named index.htm (index.html), is loaded.

Health-saving information and communication educational environment – special

socially organized conditions for information interaction for educational purposes in an educational institution, focused on the preservation, formation and development of individual health of participants in the pedagogical process, on the formation of an effective model of social connections and positive communication skills in students.

Knowledge extraction– methods and methods of search, selection, concentration of all types of knowledge.

ICT competence teachers – possession of ICT competence.

ICT competence of a teacher is inextricably linked both in content and

V operational aspects scientific and pedagogical knowledge and skills in the field:

implementation of the didactic capabilities of information and communication technologies in the process of teaching academic disciplines;

carrying out information activities and information interaction between participants educational process in terms of using the potential of a distributed information resource of local and global information networks;

psychological and pedagogical and content-methodological assessment of the quality of electronic publications for educational purposes, electronic means of educational purposes and educational and methodological complexes in which they are included;

preventing possible negative consequences of using information and communication technologies in the educational process;

automation of processing of educational experiment results;

ICT (information and communication technologies) are processes and methods of interaction with information that are carried out using computer devices, as well as telecommunications.

The role of ICT in modern society

Currently, one can observe a constant increase in the influence of media technologies on humans. They have a particularly strong impact on children: twenty years ago, a child would rather watch a movie than read a book. However, today, under the powerful pressure of information, advertising, computer technology, electronic toys, game consoles, etc., people are becoming increasingly disconnected from reality. Now, if a student cannot avoid reading a book, he no longer goes to the library, but downloads it to his tablet. Very often you can observe the following picture: a group of young people is sitting in a park, square or shopping and entertainment complex, they do not communicate with each other, all their attention is focused on smartphones, tablets, laptops. If this phenomenon continues to be observed, then soon children will completely forget how to communicate. And so the ministries of education of many countries on our planet, instead of developing schoolchildren’s interest in live communication and learning in general, decided to take the path of least resistance and give children what they want. According to some experts, a child’s brain perceives new information better if it is presented in an entertaining form, which is why they easily perceive the data presented in the lesson with the help of media (in connection with this, the use of information and communication technologies in education is constantly growing today). It’s hard to argue with this, but the other side of the coin of such an educational process is that children stop communicating with the teacher, which means their ability to think decreases. It is much better to restructure the educational process so that it is not boring and always maintains the child’s thirst for new knowledge. But this issue will have to be left to the conscience of officials.

Concept of communication and information technology

The processes of informatization in modern society, as well as the closely related reform of educational activities, are characterized by the improvement and mass distribution of modern ICT. They are actively used to transmit data and ensure interaction between teacher and student in the modern system of distance and open education. Today, a teacher is required to possess skills not only in the field of ICT, but also to be responsible for the professional use of information and communication technologies in his immediate activities.

The term “technology” comes to us from the Greek language, and translated it means “science”. The modern understanding of this word includes the application of engineering and scientific knowledge to solve specific practical problems. Then information and communication technology is a technology that is aimed at transforming and processing information. But that's not all. In essence, information and communication technology is a general concept that describes various mechanisms, devices, algorithms, and methods of data processing. The most important modern ICT device is a computer equipped with the necessary software. The second, but no less important, equipment is the means of communication with information posted on them.

ICT tools used in the modern education system

The main means of ICT technology for the information environment of the education system is a personal computer equipped with the necessary software (of a systemic and applied nature, as well as tools). System software primarily includes operating software. It ensures the interaction of all PC programs with the equipment and PC user. This category also includes service and utility software. Application programs include software that represents information technology tools - working with texts, graphics, tables, etc. The modern education system widely uses universal applied office software and ICT tools, such as word processors, presentation preparation, spreadsheets, graphics packages, organizers, databases, etc.

Development of information and communication technologies

With the organization of computer networks and similar means, the education process has moved to a new quality. First of all, this is due to the ability to quickly receive information from anywhere in the world. Thanks to the global computer network Internet, instant access to the planet (electronic libraries, file storage, databases, etc.) is now possible. This popular resource has published more than two billion different multimedia documents. The network provides access and allows the use of other common ICT technologies, these include email, chat, lists, and mailings. In addition, special software has been developed for online communication (in real time), which allows, after establishing a session, to transmit text (entered from the keyboard), as well as sound, image and various files. Such software makes it possible to organize joint communication between remote users and software running on a local personal computer.

7. Ensuring learning flexibility.

Negative impact of ICT tools on students

Information and communication technology, introduced into everything, leads to a number of negative consequences, including a number of negative psychological and pedagogical factors influencing the health and physiological state of the student. As already mentioned at the beginning of the article, ITC leads to the individualization of the educational process. However, therein lies a serious disadvantage associated with total individualization. Such a program entails the curtailment of the already scarce live dialogical communication of the participants in the educational process: students and teachers, students among themselves. It essentially offers them a surrogate of communication - a dialogue with a computer. Indeed, even a verbally active student becomes silent for a long time when working with ICT tools. This is especially typical for students of distance and open forms of education.

Why is this so dangerous?

As a result of this form of learning, throughout the entire lesson the student is busy silently consuming the material. This leads to the fact that the part of the brain responsible for the objectification of a person’s thinking turns out to be turned off, essentially immobilized during many years of study. It is necessary to understand that the student already does not have the necessary practice of forming, formulating thoughts, as well as dialogical communication in a professional language. As psychological studies have shown, without developed communication, the student’s monological communication with himself, precisely what is commonly called independent thinking, will not be formed at the proper level. Agree that asking yourself a question is the most accurate indicator of the presence of independent thinking. As a result, if you follow the path of individualization of learning, you may miss the very opportunity to form a creative process in a person, the origin of which is built on dialogue.

Finally

To summarize, we can note another significant drawback of information and communication technologies, which stems from the main advantage - the general availability of information resources published on the Internet. This often leads to the student following the path of least resistance and borrowing ready-made essays, problem solutions, projects, reports, etc. from the Internet. Today, this already familiar fact confirms the low effectiveness of this form of learning. Of course, the prospects for the development of information and communication technologies are high, but they need to be implemented thoughtfully, without manic totalization.

The concept of information and communication technologies (ICT) in pedagogy.

The Federal State Educational Standard contains recommendations for the use information and communication technologies(ICT) in teaching in school settings. The transition to the new generation Federal State Educational Standard requires updating the professional and pedagogical training of teachers and increasing their level of work with innovative technologies.

The intensification of measures to introduce information and communication technologies appeared along with the adoption of the “Strategy for the Development of the Information Society”. This document expands the horizons of information availability for all categories of citizens and the organization of access to this information. After this, the Concept of the country’s socio-economic development until 2020 was adopted, according to which all state and municipal institutions must have their own websites, including educational institutions.

However, not all schools and preschool educational institutions approached the implementation of websites responsibly. A lot of institutions chose to create an inconvenient and useless resource, so to speak, for show.

Separately, the interpretation of the term “information and communication technologies” should be highlighted. Currently, the generally accepted definition is the following:

Information and communication technologies represent mastery of the technology of working in an integrated multimedia environment, implementing the further development of the idea of associatively related information received, processed and presented in various forms, taking into account the psychological and pedagogical principles of using ICT tools in the educational process.

Undoubtedly, information technologies have long been used in Russian and foreign education. However, it should be noted that a multi-level system for presenting information on various media is currently emerging, in which traditional and new information technologies closely interact, which serve as a good aid to the teacher in his difficult work.

Information and communication technologies are a necessary element of modern education. Its necessity is due to the following factors:

ICTs are needed to create an information society;
The use of ICT influences qualitative changes in the structure of educational systems and in the content of education.

ICT structure

For a number of domestic teachers, the structure of information and communication technologies in education remains unclear. Currently, many modern educational programs are based on ICT competencies teachers.

ICT competence – the use of various information tools and their effective application in teaching activities.

Teachers must be able to use the basic structural elements of information and communication technologies in their work. The structure of ICT is shown in Figure 2.

Having studied the structure of ICT, we can highlight the following:

The Internet is one of the key elements;
The use of interactive information sources is very important within ICT;
Organizing classes using ICT elements such as teleconferencing will not only broaden the horizons and improve the learning curve of students, but will also improve the ICT competence of the teacher.

Figure 1. Structure of information and communication technologies

It has now been proven through practical experience that information and communication technologies or ICT have a number of important didactic opportunities, which include:

the ability to quickly transmit information of any volume and any form of presentation to any distance;
storing information in the memory of a PC or laptop for the required length of time, the ability to edit, process, print, etc.;
the ability to access various sources of information via the Internet and work with this information;
the ability to organize electronic conferences, including real-time, computer audio conferences and video conferences;
the ability to transfer extracted materials to your own media, print and work with them as and when the user needs it.

ICT functions

Information and communication technologies have a number of functions that determine the role of ICT in the development of modern education. The most important ICT functions are didactic. The didactic functions of ICT are presented in Figure 2.

Figure 2. Didactic functions of ICT

As we see, ICT has very useful didactic functions, each of which allows one to improve the educational process. At the same time, we must not forget that one of the functions of ICT is an incentive for teacher self-development and the opportunity to improve the level of students’ learning skills.

Separately, we should highlight the fact that ICT is important for the implementation of such general educational universal activities as:

searching for information in individual student information archives, the information environment of an educational institution, and in federal repositories of information educational resources;
recording information about the surrounding world and the educational process, including using audio and video recording, digital measurement, digitization for the purpose of further use of what was recorded;
structuring knowledge, organizing it and presenting it in the form of conceptual diagrams, maps, timelines and family trees;
creating hypermedia messages;
preparing a speech with audio-visual support;
building models of objects and processes from structural elements of real and virtual constructors.

Information and communication technologies (ICT)

Information and communication technologies cannot realize their functions without means. Key information and communication technology tools are presented in Table 1.

Table 1. ICT tools

	ICT tool	Description of ICT tool
	Computer, laptop	Universal information processing device. A PC or laptop allows you to freely process any information. In addition, with the help of the Internet, a computer helps to find and process the information the user needs.
		Allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.
		A device for transferring pictures and photographs to a computer for further processing.
	Projector	It is necessary for teaching activities, as it increases the level of visibility in the teacher’s work, gives students the opportunity to present the results of their work to the whole class and audience.
	interactive board	An interactive whiteboard is a touch screen connected to a computer, the image from which is transmitted to the board by a projector. You just need to touch the surface of the board to start working on your computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly on top of open documents and save information.
	Devices for recording visual and audio information (camera, video camera, phone, tablet)	These devices belong to ICT on the basis that they make it possible to directly include information images of the surrounding world into the educational process.
	Storage medium (flash drive, SSD)	Used to store and quickly transfer information from one computer to another.

Having considered the key ICT tools, it is important to note that the very fact of using information and communication technologies makes it possible to optimize the learning process. This is due to the fact that technical support for lessons creates more comfortable psychological conditions, removes psychological barriers, strengthens the role of students in choosing the means, forms and pace of studying various topics of the school curriculum, and improves the quality of education due to the provision of an individual approach to learning.

ICT tools are very important for the full organization of a modern lesson. It is important to emphasize that multimedia teaching aids help clearly structure the lesson and design it aesthetically.

Lesson plan using ICT

A modern lesson plan is unthinkable without the use of information and communication technologies or, in other words, ICT. Currently, teachers use not only lesson plans, but increasingly technological lesson maps.

The lesson plan contains a list of only those information and communication technologies that the teacher used. Below is an example of a plan for a mathematics lesson in the first grade, during which information and communication technologies were used.

Topic: Broken line and its link (grade 1)

Lesson type: a lesson of general methodological orientation.

The purpose of the lesson: Give an idea of the concepts: broken line, broken line link, vertices, closed broken line, open broken line.

Tasks:

introduce students to the broken line, its parts and types.
teach how to distinguish a broken line from other shapes.
develop skills in correctly constructing lines.
develop speech, attention, memory, thinking of students;
develop temporal and spatial concepts.
contribute to the education of a healthy lifestyle, punctuality and love for the subject.

Planned results:

know and understand what a broken line is;
successfully identify a link of a polyline, a vertex;
know what a closed and open broken line is.
compare your conclusions with the textbook text;
check the correctness of the task;
work in pairs.

Equipment: Computer with multimedia projector, presentation, textbook: M.I. Moro, S.I. Volkova, S.V. Stepanova "Mathematics" 1st grade Part 1, typesetting canvases, counting sticks, ruler, pencil.

Lesson structure:

Organizational.
Updating knowledge.
Work on the topic of the lesson.
Physical education minute.
Independent work.
Consolidation of the studied material.
Reflection.
Homework.

During the classes:

Lesson stage	Teacher activities	Student activities
Organizational stage	Before the lesson, the class is divided into 3 groups. Since there are 29 people in the class, 2 of 9 and one group of 10 people are formed. Teacher: Hello guys. Glad to see you at the math lesson on the topic "Broken line. Broken line." Why didn't you take your seats?	Each group chose a captain in advance. The teams were named: red, yellow and white. When the bell rings, the groups line up at the door behind the captain, line by line. From the threshold of the classroom towards the desktop of each group, 3 satin ribbons are laid along the floor: red, yellow, white. The ribbons do not bend, they lie straight, but they are not long enough to reach your table. Groups are invited to go and take their place of work, stepping only on ribbons of “their” color. They go in single file. Then they stop abruptly. The students say hello but continue to stand.
Updating knowledge	Why didn't you take your seats? Teacher: Why wasn’t there enough tape? Teacher: Can I also stretch each ribbon straight forward and you will follow it further to your table? Teacher: What should I do? How should we start the lesson? Teacher: Let's do that. The teacher gives the captains of each team a new ribbon. Teacher: Well, here we are seated. Let's look at slide 2. I replaced your ribbons with lines of the same color. Teacher: Look, this is how you walked at first. What can you say about these lines? Teacher: How can they be continued? Open your notebooks. Draw your line as you see it on the screen, of arbitrary length. Continue it. The teacher briefly examines the work. Teacher: Look at slide 3. Teacher: What is it called? Teacher: But if we go like this, we won’t get there, the desks are in the way. I saw lines like this in several students’ notebooks: Slide 4. Teacher: Tell me, is it possible to choose this path by movement? Teacher: -Will this be a linear movement? Teacher: Can such a line then be called a straight line? Teacher: Let's think about what we will do in class? Teacher: You almost guessed right. Only this line is called differently. There are long dry pasta on your table. (For each group member). Take them in your hands and bend them as shown on the slide. Fright, exclamation, grief. What's happened? They're broken. So we will also break our straight line and call it “broken”. So, the topic of our lesson: “The broken line and its features.”	Students: The tape ran out, there wasn’t enough of it. Students: It's short. Students: No. You will have to climb on desks or under them, jump over desks. Students consult in groups. After consulting, the captains of each group give answers. The correct answer is: The tape can be continued, but it needs to be bent and crumpled. Students bend them and create their own routes for groups. Students: They are straight. The ends are not limited, they can be continued. Students: Do it. The teacher briefly examines the work. Students: Straightforward. Students: Yes. Students: No. Students: No. The students are conferring. After this, the captain of each team stands up and announces the proposed title of the lesson topic. Correct answer: We will study an indirect, curved line. Most of the students break the pasta.
Work on the topic of the lesson.	Teacher: Let's learn to distinguish a straight line from a broken line. Let's look at slide 5. Teacher: Think in groups and write down in your notebooks: Group 1: direct line numbers; Group 2: numbers of broken lines; Group 3: non-line numbers. Teacher: Lines No. 2, No. 5, No. 4 remain on the slide. What do you think the abandoned lines have in common? Teacher: Can we say that broken lines No. 2, No. 5 are not limited in space? Teacher: Are the broken lines unlimited by points along their entire length? Teacher: Look at slide 6. Teacher: What conclusion did you come to?	Students complete the task. Most likely, this question will cause difficulty for all students. Students: Yes, because. there are no dots at their ends. Students consult in groups. No. In the middle are limited. Students: Broken lines consist of segments.
Physical education minute	And now a little warm-up: And now, guys, stand up. They quickly raised their hands up, To the sides, forward, backward. They turned to the right, to the left, sat down quietly, and got down to business again. (Children show answers in movement (tilts, turns, ki, claps).) See, the butterfly is flying You see, the butterfly is flying, (We wave our winged hands.) Counting flowers in the meadow. (Count with your finger) One two three four five. (Clap your hands.) In a day, in two and in a month... (We walk in place.) Six seven eight nine ten. (Clap your hands.) Even the wise bee (We wave our winged hands.)
Independent work	Teacher: How is the girl going? Teacher: Read the text under the picture. Teacher: What did you learn? Teacher: Look at the screen on slide 8. Think about how the first group of broken lines differs from the second group? Teacher: The broken lines of the first group are called open, the broken lines of the second group are called closed. Open the typesetting canvases. Look at the group of open polylines. Put these numbers. How many links does each broken line have? Teacher: What is the smallest number of links? Teacher: The largest number of links? Teacher: How did you arrange the numbers? Teacher: Arrange the numbers in decreasing order. Teacher: What is this order called? Teacher: Look at the group of closed broken lines. On the slide is group No. 2. What shapes did you recognize?	Students: The girl walks along a broken line. Students: The segments of a broken line do not lie on the same straight line and are called links. The ends of each link are the vertices of the broken line. Students: Some lines can continue, they can be used to complete links, but others cannot. Students: On typesetting canvases: Students: Three. Students: Six. Students: By increase, in ascending order. Students: From the largest number - 6, to the smallest - 3 Students: Descending. Students: Triangles (3 angles, 3 sides), quadrilaterals (4 angles, 4 sides), pentagons (5 angles, 5 sides.
Reinforcing the material learned	Teacher: Remember how to draw correctly? (p. 38 of the textbook, below) Teacher: Read the assignment at the bottom of the page. Complete it in your notebook. Teacher: Captains, check the task in groups. Who made a mistake? Why?	Students: We lead the pencil, tilting it in different directions, without lifting our hands, to the top. We hold the ruler, pressing it firmly to the sheet of paper, with our left hand. (Completing the task) Students analyze errors in each team.
Reflection	The teacher asks questions summarizing the lesson: What new did we learn in class today? What helped you learn so much about broken lines? Where will your knowledge be useful? How did you work in class?	Students respond and evaluate the quality of their work.
Homework	Teacher: Thanks for the lesson. Now write down your homework. It's not simple. You need to draw closed and open broken lines at your discretion and determine the number of links.	Students write down the assignment in their notebooks.

Literature

Besperstova Irina Vitalievna Organization of the educational process using information computer technologies // URL: http://festival.1september.ru/articles/592048/
Information and educational environment as a condition for the implementation of the Federal State Educational Standard In 3 hours. Part 1 / Edited by T.F. Yesenkova, V.V. Zarubina. – Ulyanovsk: UIPKPRO, 2011.
Strategy for the development of the information society in the Russian Federation dated February 7, 2008 N Pr-212 // URL:

Browser(browser, Web browser) – a program for viewing materials on the Internet. software that allows users to view documents on the World Wide Web (WWW).
Web (Web) 2.0.- a new generation (further development) of the Internet, where the main thing is the interaction of people creating new content (definition - Dmitry Gavrikov) A feature of web 2.0. is the principle of involving users in filling and repeatedly checking content (Tim O Raisley).
Worldwide multimedia environment– World Wide Web (WWW) is a worldwide information environment of computers connected in a network.
Hyperlink– a link from one electronic information object to another (for example, from a text to a note or bibliography item, from one encyclopedic article to another).
Distance education- education implemented through distance learning.
Distance learning– interactive interaction both between the teacher and students, and between them and an interactive source of information resource (for example, a Web site or Web page).
Teacher's ICT competence– scientific and pedagogical areas inextricably linked with each other both in content and activity aspects: teaching an academic subject using ICT; carrying out information activities and information interaction between participants in the educational process using ICT tools; automation of information and methodological support of the educational process.
Informatization of education– the process of providing education with the methodology and practice of developing and optimally using modern ICT tools.
Case technology- a type of distance learning technology based on the use of sets (cases) of text, audiovisual and multimedia educational and methodological materials and their distribution for self-study by students while organizing regular consultations with teachers - tutors in a traditional or remote way.
Open education– a training system accessible to anyone, without analyzing their initial level of knowledge, using technologies and methods of distance learning and providing training at a pace convenient for the student.
Website– a set of Web pages that make up a single whole (dedicated to a single topic, or belonging to the same author).
Network technology- a type of distance learning technology based on the use of telecommunication networks to provide students with educational and methodological materials and interactive interaction between the teacher, administrator and student.
Tutor- a methodologist, teacher or consultant-mentor who provides methodological and organizational assistance to students within the framework of a specific training program.
Facilitator- specialist in organizing and conducting group work. A specialist who stimulates the work of a group or subgroup when performing a particular task during the training process. This can be a coach, co-coach or assistant coach

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