Formation of ict competences in teaching of the subject «informatics and іст» at school

Annotation

The article describes the process of formation of information and communication technologies of school Shidents. The competencies that the teacher and students should possess are considered. The role of ICT in education as a whole, the interaction and interrelation between computer science and other sciences, the main stages of the formation of ICT competencies in the process of learning are shown.

For a modem teacher. ICT competence lies in its ability to apply information and communication technologies to carry out information actix itics, namely, search for necessary information, its assessment and ability to Stractme. analyze and use it. and also to create and disseminate information knowledge in various areas activities depending on the situation. The old model of learning management is changing, based on strict control of learning, hierarchy and repetition. The teacher for ICT use in the classroom needs theoretical and practical training to ensure the formation of information competence of students who already know how to independently and actively act. and make decisions, flexibly adapt to the challenges of the information society. Great importance is given to the modern teacher in order to optimize time in the process of obtaining by the student knowledge, reproduction, memorization and their storage at the level of the school system of education.

The development of ICT competence of teachers is one of the priorities in the direction of informatization of education, which allows the transition from the reproductive model of teaching and learning to research methods.

For a modern teacher, ICT competence lies in its ability to apply information and communication technologies to carry out information activities, namely, search for necessary information, its assessment and ability to structure, analyze and use it, and also to create and disseminate information knowledge in various areas of its activities depending on the situation. The old model of learning management is changing, based on strict control of learning, hierarchy and repetition. The teacher for ICT use in lessons needs theoretical and practical training to ensure the formation of information competence of students who already know how to independently and actively act, and make decisions, flexibly adapt to the challenges of the information society.Great importance is given to the modern teacher in order to optimize time in the process of obtaining by a student knowledge, reproduction, memorization and their storage at the level of the school system of education.

A modern student in the 21st century needs to form at the lessons of informatics and ICT, starting from the initial stage of education, skills in searching, selecting, analyzing, synthesizing and evaluating the necessary information for training.

Note that an important key point in the potential of ICT training is the ability of ICT technologies to act as a common network. Therefore, the teacher must be prepared to interact with students in the ICT learning process in order to be able to effectively learn, both individually and collectively. We offer to expand the understanding of teachers, colleagues working in the school. We understand that a modem child, whether he is a preschooler, already has the skills of «communication with a PC» before entering a general education institution. How to apply ICT competence, ICT technology in teaching at school lessons? The teacher in practice must try to think, feel, and behave as if «YOU» are a student. The child inside each of us with joyful excitement watches a series of exciting events that can be actively explored.

Content of ICT competence of a teacher:

  • technological (computer awareness as a learning tool);

algorithmic (awareness of the computer as an executor of algorithms and means of constructing algorithms);

  • model (computer awareness as a means of information modeling);

research (awareness of computer as a technical means of automating educational research);

methodological (awareness of the computer as the basis for creating a technological and - information- teaching environment).

Consider the concepts of competence and competence, ICT literacy.

Competences are the generalized and formed qualities of a personality, its ability to most universally use and apply the acquired knowledge and skills; a set of knowledge and skills that allow the subject to adapt to changing conditions, the ability to act and survive in these conditions.

Competence - a person’s special ability to perform a specific action in a particular subject area, including highly specialized knowledge, skills, ways of thinking and a willingness to take responsibility for their actions.

What are their differences?

Competence is the result of education, expressed in the willingness of the subject to effectively organize internal and external resources to achieve the goal.

Competence - the ability to solve problems arising in the surrounding reality, by means of the subject. Competent is a person who is able to practically resolve non- standard, meaningful situations for themselves, using for this knowledge, skills, abilities, experience, etc.

ICT literacy is the use of digital technologies, communication tools and / or networks to access, manage, integrate, evaluate and create information for functioning in modem society.

ICT- the presentation Ofinformation in electronic form, its processing and storage, but not necessarily its transfer. Information and communication technology is an association of information and communication technologies.

The history of computers and information and communication technologies (ICT) dates back to the middle of the 20th century. From this time on, the process of informatization of various areas of people’s activities begins, the formation of an information- oriented society takes place. Problems of the information society is studying the section of computer science, which is called social computer science. Currently, in almost any field of activity, a profession related to information processing, there is its own specialized software, its own information technology tools. What is information technology?

Information technology - a set of mass ways and method so faccumulation, transmi ssion and processing of information using modern hard ware and soft ware.

The best way for a modem teacher to interact with modern students in the classroom is to carry out practical work, computer workshops, solve various tasks - the base of the school's local network, which ensures efficiency and flexibility in decision making.

In our time, the level of development of the country and the quality of life of the population depend on the level of education and computer literacy of people. Requirements for the quality of education are constantly growing. We, the teachers, are well aware that an individual approach is needed in working with students. Consider the concept of ICT competence of the student.

ICT competence - confident possession of students of all ICT skills to solve emerging issues in educational and other activities.

Content of ICT competence of a pupil:

  • integration;
  • control;
  • receiving;

O’

  • definition:

broadcast;

representation;

  • creature;
  • evaluation.

The course of Informatics and ICT in the 7-9th grades of the basic school summarizes the formation of ICT competence of students, systematizes and complements the knowledge of students, gives their theoretical generalization, fits specific technological activity into the information picture of the world. It may include preparing a student for a particular type of formal certification of ICT competence. Of course, the structure of the educational process of this course in its ICT component will be very diverse, depending on the already formed level of ICT competence. The spectrum here extends from the complete lack of efficient ICT tools (still taking place in individual schools) and the traditional model of Computer Science and ICT lessons in the «computer class» - the only place where ICT tools are presented that students can use to the modem, appropriate program, which as the main represented in this program. The informatics component, which also contributes to the formation of ICT competence, is more invariant in the course, but also depends on the mathematics and informatics training received by pupils in elementary school and the preceding grades, as well as on practical experience of ICT students.

Conclusion

The role of the computer science teacher can, if he wishes, be complemented by the role of the ICT coordinator, the methodologist on the use of ICT in the educational process, advising other school workers and organizing their advanced training in the field of ICT.

A modem school is a school of high level of informatization, in which all subjects are supported by ICT means, a local network and (controlled) Internet are available in all rooms where the educational process is taking place, teachers and other school employees have the necessary professional ICT competence, technical and methodical services.

Thus, the school informatization affect not only the content of school subjects and tools of the educational process, but also the very life style of its participants, the basics of professional pedagogical work.

The need for informatization of the entire educational process, the formation of ICT competence of teachers and students and the requirement to optimize resources leads to a configuration in which, in addition to equipment, workplaces (mobile or stationary) teachers of various subjects are formed, the number of projectors and screens increases (preferably stationary in the premises of regular frequent use), digital cameras and camcorders, mobile classes with wireless LAN access are added, equipped rooms for independent work of students after school (library reading room, etc.).

We offer to use teachers, teachers, students and not only, ICT technology in the classroom on the subject «Informatics and ІСТ».

 

Literature:

  1. Lorenzo Cantoni (University of Lugano. Switzerland) James A. Danowski (University of Illinois at Chicago, IL. USA) Communication and Technology. 2015, 576 pages.
  2. Brynjolfsson E. and A. Saunders Wired for Innovation: How Infonnation Technology Is Resliaping the Economy. Cambridge MA: MIT Press, 2010.
  3. Kretscluner, T. Infonnation and Communication Teclmologies and Productivity Growth: A Survey of the Literature. OECD Digital Economy Papers, No. 195, OECD Publishing, 2012.
  4. Hans J Schnoll E-Govemmcnt: Information, Technology, and Transformation (Routledge, Mar 12, 2015-Political Science- 343 pages).
  5. Roger LCartwright Key Concepts in Information and Communication Technology, Palgrave Macmillan, 2005, 232 pages.
Year: 2018
Category: Pedagogy