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

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

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

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

Matrix of ICT competence of teachers

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

Applications of ICT can be as follows:

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

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

– carrying out assessment activities using ICT tools;

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

This approach typically focuses on equipping schools with ICT tools, reducing the digital divide and ensuring equal access to these tools for all students. Organizational forms academic work within the framework of this approach they practically do not change.

The teacher needs:

– own software tools that relate to their subject area;

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

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

- use network resources, which allow students to access information, work together, and communicate with external experts as they solve problems of their choosing;

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

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

– use ICT as a tool to develop students’ ability to produce knowledge and develop critical thinking;

– support reflection as a necessary component of educational work;

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

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

The successful use of ICT in the educational process depends on the ability of teachers to reorganize the learning environment, combine new information and pedagogical technologies in order to conduct exciting classes, encourage educational cooperation and cooperation among students. This requires the teacher to have a number of new skills in class management. The skills that such a teacher must possess must include the ability to develop new ways of using ICT to enrich the learning environment, student learning, and the ability to produce new knowledge.

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

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

Two-level Model of Teacher ICT Competence

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

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

Levels of ICT competence of a modern teacher:

1. Knowledge level (preparedness for activity).

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

In this case, it is necessary to distinguish a sublevel of computer literacy, non-specific for educators (including teachers), defined current state ICT and the general level of informatization of society, and professionally oriented sublevels

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

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

-General pedagogical readiness, providing knowledge, skills and abilities to use ICT in teaching activities, invariant with respect to the subjects taught.

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

For example, for teachers of natural science subjects (physics, chemistry, biology), the use of computer mathematical modeling methods, especially in the specialized version of teaching, is highly productive; for philologists a similar role can be played Computer techologies text analysis, for historians - database technologies, etc. However, today there are very few school subject teachers with the appropriate level of ICT competence.
2. Activity level (completed activity) .

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

There are:

A. Sublevel of organizational innovation

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

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

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

Knowledge level– the most widespread one, which should be mastered in the near future all without exception teachers.

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

List of subject teacher competencies in the field of ICT

1. Having a general understanding of the didactic capabilities of ICT.
2. Availability of ideas about the unified information space of an educational institution, the purpose and functioning of a PC, information input-output devices, computer networks and the possibilities of their use in the educational process.
3. Availability of ideas about electronic educational resources and trends in the market of electronic publications in the general education sector, focused on subject-professional activities, digital educational resources carried out during the implementation of Federal target programs.
4. Knowledge of the basic methods of introducing digital educational resources into the educational process.
5. Knowledge of techniques for organizing personal information space and interface operating system, techniques for performing file operations, organizing the information and educational environment as a file system, basic techniques for input/output of information, including installation and removal of applications and electronic educational resources.
6. Knowledge of techniques for preparing didactic materials and working documents in accordance with the subject area using office technologies (handouts, presentations, etc.):
- entering text from the keyboard and techniques for formatting it;
- preparation of handouts containing graphic elements, standard techniques for working with vector graphics tools;
- techniques for working with tabular data (compiling lists, information cards, simple calculations);
- techniques for constructing graphs and diagrams;
- methods of creating pedagogically effective presentations (for a lesson, speech at a teacher’s meeting, report, etc.);
7. Knowledge of the simplest techniques for preparing graphic illustrations for visual and didactic materials used in educational activities based on raster graphics:
- techniques for correcting and optimizing raster images for subsequent use in presentations and Web pages;
- techniques for printing images and recording on CD.
8. Proficiency in basic Internet services and technologies in the context of their use in educational activities:
- techniques for navigating and searching for educational information on the WWW, obtaining and storing it for subsequent use in the pedagogical process;
- techniques for working with e-mail and teleconferences;
- techniques for working with file archives;
- techniques for working with Internet pagers (ICQ, AOL, etc.) and other communication technologies.
9. Availability of ideas about technologies and resources for remote support of the educational process and the possibilities of their inclusion in teaching activities.
10. Ownership technological foundations creating a website to support educational activities:
- the presence of ideas about the purpose, structure, navigation tools and design of the website to support educational activities;
- having an idea of ​​the structure of the web page;
- mastery of the simplest website building techniques, providing the ability to present educational information in the form of a website - a file system;
- knowledge of techniques for publishing a website to support educational activities on the Internet.

A teacher is competent in the field of ICT if

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

Bibliographic description:

Nesterova I.A. Information and communication technologies [Electronic resource] // Educational encyclopedia website

Information and communication technologies, or ICT for short, have become a necessary element of progressive pedagogical activity. The modern Federal State Educational Standard requires from the teacher not only a high level of teaching his subject, but also the competent use of information and communication technologies.

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.

Intensification of measures for the introduction of information and communication technologies appeared along with the adoption of the “Development Strategy information society". This document expands the horizons of accessibility of information 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 ones 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 necessary element modern education. Its necessity is due to the following factors:

1. ICTs are needed to create an information society;
2. 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 – use of various information tools and effective application them 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:

1. The Internet is one of the key elements;
2. The use of interactive information sources is very important within ICT;
3. 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:

1. the ability to quickly transmit information of any volume and any form of presentation to any distance;
2. storing information in the memory of a PC or laptop for the required length of time, the ability to edit, process, print, etc.;
3. the ability to access various sources of information via the Internet and work with this information;
4. the ability to organize electronic conferences, including real-time, computer audio conferences and video conferences;
5. 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:

1. searching for information in individual student information archives, the information environment of an educational institution, and in federal repositories of information educational resources;
2. 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 recorded;
3. structuring knowledge, organizing it and presenting it in the form of conceptual diagrams, maps, timelines and family trees;
4. creating hypermedia messages;
5. preparing a speech with audio-visual support;
6. 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, the computer helps to find and process necessary for the user information.
		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	The interactive whiteboard is 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, and make handwritten notes directly on top 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 because technical support 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 school curriculum, improves the quality of education by providing an individual approach to learning.

ICT tools are very important for a complete organization 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:

1. introduce students to the broken line, its parts and types.
2. teach how to distinguish a broken line from other shapes.
3. develop skills in correctly constructing lines.
4. develop speech, attention, memory, thinking of students;
5. develop temporal and spatial concepts.
6. promote education healthy image life, punctuality, love for the subject.

Planned results:

1. know and understand what a broken line is;
2. successfully identify a link of a polyline, a vertex;
3. know what a closed and open broken line is.
4. compare your conclusions with the textbook text;
5. check the correctness of the task;
6. 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:

1. Organizational.
2. Updating knowledge.
3. Work on the topic of the lesson.
4. Physical education minute.
5. Independent work.
6. Consolidation of the studied material.
7. Reflection.
8. 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. workplace 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 it down 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

1. Besperstova Irina Vitalievna Organization of the educational process using information computer technologies // [Electronic resource] Access mode: http://festival.1september.ru/articles/592048/
2. 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.
3. Strategy for the development of the information society in the Russian Federation dated February 7, 2008 N Pr-212 // [Electronic resource] Access mode:

Introduction

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, as well as internal factors associated with the spread of modern technology in educational institutions. computer equipment and software, the adoption of state and interstate programs for informatization of education, and the emergence of the necessary experience in informatization among an increasing number of teachers.

Let's consider what the concept of information and communication technology includes, how it was formed, what opportunities the use of information and communication technologies in education provides, the main types of information and communication technologies and software for their implementation.

Concept of information and communication technology (ICT)

Before you begin to study information and communication technologies, you need to find out the essence of the key concept. To do this, we will consider the concepts of information, information technology, and communication technology, which are of decisive importance in the formation of the concept of information and communication technology.

Currently, there is no single definition of information as a scientific term. From the point of view of various fields of knowledge, this concept is described by its specific set of characteristics. Let's consider some definitions of information that exist today.

Information is information transmitted by one person to another person orally, in writing or in some other way [Kuznetsova];

Information is information about objects and phenomena environment, their parameters, properties and condition, which reduce the degree of uncertainty and incomplete knowledge about them. [Astakhova, p. 4].

In information theory, the concept of information is defined as communication, communication, in the process of which uncertainty is eliminated (Shannon).

In the works of logicians (Carnap, Bar-Hillel) and mathematicians (A.N. Kolmogorov), the concept of information is not associated with either the form or the content of messages transmitted through communication channels, and is defined as an abstract quantity that does not exist in physical reality, also just as there is no such thing as an imaginary number or a point that has no linear dimensions. That is, these and a number of other experts expressed the opinion that “information” is an abstract concept and does not exist in nature.

Information (from the Latin informatio, explanation, presentation, awareness) - information about something, regardless of the form of its presentation (Wikipedia).

So, most often the concept of information is defined through information, knowledge, messages, signals that have novelty and value for the recipient.

Information technology (IT, from the English information technology, IT) is a wide class of disciplines and areas of activity related to technologies for creating, storing, managing and processing data, including the use of computer technology. Recently, information technology is most often understood as computer technology. In particular, information technology deals with the use of computers and software to create, store, process, limit the transmission and receipt of information.

According to the definition adopted by UNESCO, information technology is a complex of interrelated scientific, technological, and engineering disciplines that study methods for effectively organizing the work of people involved in processing and storing information; computer technology and methods of organizing and interacting with people and production equipment, their practical applications, as well as the social, economic and cultural problems associated with all this.

I.G. Zakharova identifies two main approaches to considering the concept of information technology: in some cases they imply a certain scientific direction, in others - a specific way of working with information. That is, information technology is a body of knowledge about methods and means of working with information resources, as well as methods and means of collecting, processing and transmitting information to obtain new information about the object being studied.

It should be noted that information technologies, unlike production technologies, have a number of functions that reflect their information essence. These properties are reflected in the interpretation given by I.V. Robert: “Information technology is a practical part of the scientific field of computer science, which is a set of means, methods, methods of automated collection, processing, storage, transfer, use, production of information to obtain certain, obviously expected, results” [Robert I.V., S 25]. As can be seen from the definition given by I.V. Robert, she refers to information technology as “the practical part of the scientific field of computer science.”

Another component of our concept is the concept of communication. Communication refers to the exchange of information between living organisms (communication). In computer science, telecommunication technologies are considered. Telecommunications in international practice mean “transfer of arbitrary information over a distance using technical means(telephone, telegraph, radio, television, etc.)" Jerry Wellington. Education For Employment. The Place of Information Technology. -- London, 1989. -- P. 19.

In education, when talking about telecommunications, they often mean the transmission, reception, processing and storage of information by computer means (using a modem), either through traditional telephone lines, or using satellite communications.

Uniting key characteristics concepts of information, information technology, communication, we can define the concept of information and communication technology (ICT).

Astakhova E.V. uses the term “infocommunication”, which is close in meaning to ICT. By infocommunications, she understands information, computer and telecommunication technologies designed to provide organizations and the public with information and communication products and services.

Information and communication technologies (ICT) include three components (Fig. 1).

Rice. 1 Components of ICT

Klokov E.V. uses the term "information and communication technology (ICT)". By ICT he means “a wide range of digital technologies, used to create, transmit and distribute information and provide services ( computer equipment, software, telephone lines, cellular, Email, cellular and satellite technologies, wireless and cable communication networks, multimedia, as well as the Internet)” [Klokov, p. 100].

Taking into account the concepts discussed, information and communication technology can be understood as a set of tools for ensuring information processes for receiving, processing and transmitting information that consistently lead to a given result.

1. ICT competence in the professional activities of a modern teacher

1.1. The concept of “ICT competence of a teacher”

1.2. An approximate list of the content of ICT competence of a teacher.

1.3. List of subject teacher competencies in the field of ICT

1.4. Structure of ICT competence of teachers

1.5. Levels of formation of teacher ICT competence

2. Ways to develop ICT competence of teachers

3. Distance educational technologies as a tool for increasing teacher ICT competence/

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State budgetary educational institution

"Chelyabinsk Institute of Retraining

and advanced training of education workers"

ABSTRACT

according to the educational program

Additional professional education

“Modern educational management.

State-public nature of implementation management

Federal State Educational Standard of General Education"

on the topic of: “ICT competence as a professional characteristic of a modern teacher”

PERFORMED: Vershinina Marina Nikolaevna,

MKOU Secondary School No. 4, Ashi,

Technology teacher

Chelyabinsk – 2015

Introduction 2

Main part

1. ICT competence in professional activities 4

modern teacher

1.1. The concept of “ICT competence of a teacher” 4

1.2. Sample list of ICT competence content

Teachers 6

1.3.

1. Structure of ICT competence of teachers 10
2. Levels of teacher ICT competence formation 12

1. Ways to develop ICT competence of teachers 14
2. 17

Conclusion 20

References 21

Appendix 22

Introduction

The teaching profession is one of the few that requires constant self-development and self-improvement. The dynamism of social development assumes that a person’s professional activity is not predetermined for the entire period of his professional career and provides for the need for continuous education, the process of constantly improving one’s professional competence.

Teachers are part of the professional .

The main goal of the transition to federal state standards of the second generation is to achieve a new quality of education - quality that meets the modern socio-economic conditions of Russia. To train, educate and develop a generation growing up in an information-rich environment, changes in the education system and its informatization are necessary.

Today, any teacher has at his disposal a whole range of opportunities for using ICT tools in the learning process - information from the Internet, numerous electronic textbooks, dictionaries and reference books, presentations, programs that automate knowledge control, new types of communication - chats, forums, e-mail , teleconferences and much more. Thanks to this, the content of training is updated and intensive exchange is possible between participants in the educational process.

At the same time, the teacher not only educates, develops and raises the child, but with the introduction of new technologies he receives a powerful incentive for self-education, professional growth and creative development. Rapid development and the emergence of ever new possibilities for using computers in education forces us to look for different approaches to organizing the process of advanced training for teachers in the field of ICT.

The task of forming and developing ICT competence of teachers is at all levels of the state system of teacher education. However, the real situation in schools now is such that, despite the widespread introduction of ICT into school practice, one of the main reasons slowing down the process of informatization of education is the lack of personnel who own new technologies and are able to incorporate them into their professional activities. With the widespread use of new information technologies and various computer equipment in the educational process, this knowledge is not enough for the teacher.

IN modern conditions It is not enough for a teacher to be only a user; it is necessary to talk about increasing the teacher’s ICT competence, which is his professional characteristic.

Purpose This work is to study ICT competence in the professional activities of a modern teacher.

Job objectives:

Give the concept of ICT competence of a teacher;

Analyze the levels of development of teacher ICT competence; structure of ICT competence;

Suggest ways to develop ICT competence of a modern teacher.

Main part

1. ICT - competence in the professional activities of a modern teacher

1. The concept of “ICT competence of a teacher”

In the scientific pedagogical literature, many works are devoted to clarifying and distinguishing the concepts of “competence” and “competence”. "Competence translated from Latin competentia means a range of issues in which a person is well informed, has knowledge and experience. A person competent in a certain area has the appropriate knowledge and abilities that allow him to reasonably judge this area and act effectively in it. To separate the general and individual, we will distinguish the synonymously often used concepts of “competence” and “competence”:

Competence - includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them. Competence is the possession or possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.”

From the standpoint of systematic professional development, teachers’ professionalism is considered as a synthesis of competencies, including subject-methodological, psychological-pedagogical and ICT components.

Recently, close attention has been paid to the development of ICT competence of teachers. By competence (meaning ICT competencies) A.A. Elizarov understands the totality of knowledge, skills and experience, and it is the presence of such experience that is decisive in relation to the performance of professional functions.

HE. Shilova and M.B. Lebedev define ICT competence as an individual’s ability to solve educational, everyday, and professional problems using information and communication technologies.

V.F. Burmakina and I.N. Falina understand ICT competence as confident possession of all the component skills of ICT literacy for solving emerging issues in educational and other activities, with the emphasis placed on the development of generalized cognitive, ethical and technical skills. In this definition, in our opinion, the concepts of “competence” and “competence” are replaced, in the sense that we defined above.

The competence of teachers in the field of ICT is considered by L.N. Gorbunova and A.M. Semibratov “as the willingness and ability of a teacher to independently and responsibly use these technologies in his professional activities.”

Professor E.K. Henner understands information competence as a set of knowledge, skills and abilities formed in the process of training and self-study in computer science and information technology (IT), as well as the ability to perform pedagogical activities with the help of IT. In accordance with this, information competence consists of three components: to know, to be able to use, and to be able to apply in educational activities.

According to scientists (Panina T.S., Dochkin S.A., Kletsov Yu.V.), information and communication competence in the professional activities of a modern teacher is:

A teacher’s ability to solve professional problems using modern means and methods of computer science and information and communication technologies (ICT);

His, already taken place, personal quality, a characteristic reflecting the actually achieved level of training in the field of using ICT tools in professional activities;

A special type of organization of subject-specific knowledge that allows one to correctly assess the situation and make effective decisions in professional and pedagogical activities using ICT.

Thus, by ICT competence of a teacher we will understand the personal quality of a teacher, manifested in his readiness and ability to independently use information and communication technologies in his professional activities.

1. An approximate list of the content of ICT competence of a teacher:

• Know the list of the main existing electronic (digital) manuals on the subject (on disks and on the Internet):, atlases, collections of digital educational resources on the Internet, etc.
• Be able to find, evaluate, select and display information from the CRC (for example, use materials electronic textbooks and other manuals on disks and on the Internet) in accordance with the assigned educational objectives.
• Install the program used on a demo computer, use projection technology, and master techniques for creating your own electronic teaching material.
• Be able to transform and present information in an effective way for solving educational tasks form, compose your own educational material from available sources, summarizing, comparing, contrasting, transforming various data.
• Be able to select and use software (text and spreadsheet editors, programs for creating booklets, websites, presentation programs (Power Point, Flash)) for the optimal presentation of various types of materials necessary for the educational process.
• Be able to use NITI methods (New Information Technologies and the Internet) - these are methods of conducting lessons united by one topic using ICT. They contain links to electronic materials and websites that are useful when teaching lessons on a given topic.
• Effectively use tools for organizing student learning activities (testing programs, electronic workbooks, systems for organizing student learning activities, etc.).
• Be able to create your own digital portfolio and the student’s portfolio.
• Be able to competently choose the form of transmitting information to students, parents, colleagues, and school administration.
• Organize the work of students within the framework of network communication projects (olympiads, competitions, quizzes...), remotely support the educational process (as necessary).

In order for a teacher to be able to do all of the above, it is necessary to provide methodological, organizational, technical and motivational support.

In practice, teachers do not actively use ICT in the classroom for a number of objective reasons:

• Not all teachers are psychologically ready to use ICT in the educational process.
• There is an insufficient number of electronic tools capable of adequately solving the pedagogical tasks of a teacher when studying a specific topic.
  No clear methodological recommendations on the use of electronic learning tools available on the domestic market.
• Low level of proficiency in software for creating your own electronic learning tools (presentations, electronic textbooks, simulators, etc.).
• The teacher’s time limit for creating his own electronic didactic material, as well as for studying, developing and implementing new computer teaching methods.

1.3. List of subject teacher competencies in the field of ICT

1. Having a general understanding of the didactic capabilities of ICT.

2. Availability of ideas about the unified information space of an educational institution, the purpose and functioning of a PC, information input-output devices, computer networks and the possibilities of their use in the educational process.

3. Availability of ideas about electronic educational resources and trends in the market of electronic publications in the general education sector, focused on subject-professional activities, digital educational resources carried out during the implementation of Federal target programs.

4. Knowledge of the basic methods of introducing digital educational resources into the educational process.

5. Knowledge of techniques for organizing personal information space, operating system interface, techniques for performing file operations, organizing an information and educational environment as a file system, basic techniques for input/output of information, including installation and removal of applications and electronic educational resources.

6. Knowledge of techniques for preparing didactic materials and working documents in accordance with the subject area using office technologies (handouts, presentations, etc.):

a) entering text from the keyboard and techniques for formatting it;

b) preparing handouts containing graphic elements, standard techniques for working with vector graphics tools;

c) techniques for working with tabular data (compiling lists, information cards, simple calculations);

d) techniques for constructing graphs and diagrams;

e) methods for creating pedagogically effective presentations (for a lesson, speech at a teacher’s meeting, report, etc.);

7. Knowledge of the simplest techniques for preparing graphic illustrations for visual and didactic materials used in educational activities based on raster graphics:

a) techniques for correcting and optimizing raster images for subsequent use in presentations and Web pages;

b) techniques for printing images and recording on CD.

8. Proficiency in basic Internet services and technologies in the context of their use in educational activities:

a) techniques for navigating and searching for educational information on the WWW, obtaining and storing it for subsequent use in the pedagogical process;

b) techniques for handling email and teleconferencing;

c) techniques for working with file archives;

d) techniques for working with Internet pagers (ICQ, AOL, etc.) and other communication technologies.

9. Availability of ideas about technologies and resources for remote support of the educational process and the possibilities of their inclusion in teaching activities.

10. Knowledge of the technological basics of creating a website to support educational activities:

a) having an understanding of the purpose, structure, navigation tools and design of the site for supporting educational activities;

b) having an idea of ​​the structure of the web page;

c) mastery of the simplest website building techniques, providing the ability to present educational information in the form of a website - a file system;

d) mastery of techniques for publishing a website to support educational activities on the Internet.

1.4. Structure of ICT competence of teachers

Taking into account the Recommendations developed by UNESCO (STRUCTURE OF ICT COMPETENCY OF TEACHERS. UNESCO RECOMMENDATIONS. Version 2.0. 2011), the system of advanced training in the conditions of modernization of modern Russian education must undergo significant changes. The main direction of changes is related to the problem of professional readiness of school employees to solve problems in the field of informatization of education. Teachers and school administrators do not always realize that school informatization is associated, first of all, with updating the content of education, methods and organizational forms of educational work, including, as a consequence, the use of ICT tools to solve their daily problems. (see Uvarov A.Yu., Structure of ICT competence of teachers and requirements for their training: UNESCO Recommendations 2.0).

A team of international experts developed a system of ICT competence for teachers, presented in the form of a matrix. The three largest approaches to informatization of society were considered:

1. Application of ICT

2. Mastering knowledge

3. Knowledge production

The implementation of the “Application of ICT” (Technology Literacy - TL) approach aims to:

• Increase the literacy level of schoolchildren, including computer literacy,
• Providing all citizens with access to high quality educational resources,
• Provide educational services to as many children as possible.

The implementation of the Knowledge Deepening (KD) approach aims to:

• Fundamental mastery of the content of academic subjects by all schoolchildren,
• To develop in schoolchildren the ability to apply acquired knowledge to solve practical problems,
• To develop in schoolchildren the desire and ability to learn throughout their lives.

The implementation of the Knowledge Creation (KC) approach aims to develop in students the skills of knowledge society residents that are necessary for the production of new knowledge, including: the ability to communicate, collaborate, experiment, think critically, and be creative.

Today, the “Knowledge Production” approach sets the vector for the development of informatization of education in the world: the transition to the “1:1” technological model, the development of student-centered learning using individualized curricula, the use of mobile learning, etc. However, in practice it is deployed only in very a small number of schools in the world. The massive transition to it in the most developed countries is just beginning.

These approaches define one dimension of the competency matrix. Another dimension relates to aspects of teacher professional competence. The authors of the Recommendations identified six aspects that affect all aspects of teachers’ work:

• Understanding the role of ICT in education
• Curriculum and Assessment
• Pedagogical practices
• ICT hardware and software
• Organization and management of the educational process
• Professional Development

It is at the intersection of these two dimensions (approaches to informatization and aspects of a teacher’s professional competence) that the matrix of the structure of ICT competence of teachers is formed.

1. Levels of teacher ICT competence development

The process of developing teacher ICT competence should be developmental in nature. The development of ICT competence is manifested in the transition to a new, more advanced level of competence.

Considering different approaches to the levels of development of teacher ICT competence, we can highlight following classifications: basic and subject-oriented level (according to A.A. Elizarov); basic, general, professional (according to M.B. Lebedeva and O.N. Shilova); basic, in-depth, professional (according to M.A. Goryunova).

Based on the classifications considered, we propose to distinguish the following levels of formation of teacher ICT competence:

- A basic level of.

At this level there is an accumulation basic knowledge, skills and abilities necessary to become familiar with computer literacy and solve educational problems using ICT technologies. The use of ICT at this level is minimal (proficiency in general techniques for creating, editing, saving, copying and transferring information in electronic form, presenting information using presentation technologies, mastering the skills of searching for information on the Internet, etc.).

- Advanced level.

At this level, the development of ICT and the formation of readiness to introduce specialized technologies and resources into educational activities, developed in accordance with the requirements for the content and methodology of a particular educational subject. ICT becomes a tool for the teacher in carrying out applied activities (assessing the potential of Internet resources, the degree of their interactivity and information content from the perspective of the subject area; analysis of software and network resources taking into account the basic technological, economic, ergonomic and technical requirements; assessment of quality, means and forms presentation of software, technology and information support on the Internet, etc.).

Professional level.

At this level, it is advisable to talk about creating new tools for implementing information activities, on the development and use of one’s own electronic educational tools to solve professional and personal problems.

Having considered various approaches to the levels of development of a teacher’s ICT competence and analyzed several classifications, we propose to distinguish three levels of formation of a teacher’s ICT competence: basic, advanced, professional.

1. Ways to improve ICT competence of teachers

IN last years wide system deployed training teachers in ICT technologies. There are various projects and advanced training courses through which teachers can learn to use basic information technologies in their daily work. However, not all teachers who have mastered ICT can effectively use the acquired knowledge and skills in professional teaching activities, since possession of a personal computer at the user level is not accompanied by the development of pedagogical foundations for organizing teaching using computer technology and does not mean the ability to effectively use a personal computer in solving professional tasks.

In the field of education, intensive processes are taking place in the formation of new information resources and the provision of new educational services, including online ones. Therefore, the process of training teachers to use ICT cannot be only one-time and short-term in nature (traditionally, teachers improve their qualifications once every five years). If the goal is to instill information literacy in the entire teaching staff and increase the existing level of information and communication competence of the team, then training must be organized within the walls of the home school.
The learning process can be represented in several stages.
At the first stage, there is an increase in the formation and development of basic ICT competence, i.e. formation of an optimal invariant of knowledge and skills related to the use of ICT in the educational process at the user level.

The second stage is associated with the preparation of a tutor, training mentor (teacher-tutor or teacher-tutor), who must have organizational and managerial IC competence, considered as the ability and willingness to transfer their knowledge in the field of ICT to colleagues and students. The role of the tutor in the process of increasing IC competence is significant and diverse. The position of a tutor can be occupied by a methodologist, the head of a methodological association, or a head teacher performing a methodological function. At our school, this group includes teachers who have sufficient knowledge of technology. The purpose of a tutor in the system of increasing information and communication competence is determined by the task of training teachers with technological level competence.

The assignment of information competence of the second level by a teacher can be judged on the basis of an analysis of his practical activities, which, in this case, have the following features:
- internal motivation, need and readiness to conduct lessons using ICT;

Conscious transfer of acquired theoretical knowledge and practical skills into practical teaching activities in general, which contributes to the development of the professional and pedagogical competence of the teacher;
- the use of ready-made multimedia programs in the educational process, Internet educational resources, including the unified collection of educational resources (ECSOR), the introduction of ICT and Internet resources at various stages of a traditional lesson;

Communication in online communities, use social services;
- creation and use of our own simple and available software products and educational websites in the educational process.

The use of new technological solutions in the educational process: teleconferences, video conferences, digital, interactive whiteboards, etc.

At the next stage, the formation of subject-in-depth ICT competence of the teacher is carried out, corresponding to the conscious, methodologically competent use of ICT in teaching their subject (this stage can follow both the second and the first stage; not every teacher can and should play the role of a tutor). Possessing subject-in-depth competence allows a teacher to become a consultant teacher.

Next comes the stage associated with the formation of corporate ICT competence, the possession of which allows you to see and solve in a team problems associated with the implementation of ICT in the educational process of the school, to be a researcher in this area, an initiator of network inter-school interaction, etc.

To increase the level of ICT competence, a teacher can:

• participate in seminars at various levels on the use of ICT in educational practice;
• participate in professional competitions, online forums and teacher councils;
• use a wide range of digital technologies and tools in preparation for lessons, electives, and project activities: text editors, image processing programs, presentation preparation programs, spreadsheet processors;
• ensure the use of the digital resource collection and Internet resources;
• create a bank of educational tasks performed with active use ICT;
• develop your own projects on the use of ICT.

A computer is just a tool, the use of which should fit organically into the teaching system and contribute to the achievement of the set goals and objectives of the lesson. The computer does not replace the teacher or the textbook, but radically changes the nature of pedagogical activity. The main methodological problem of teaching shifts from “how best to tell the material” to “how best to show it.”

The formation of ICT competence of a modern teacher, to a greater extent, occurs within the walls of their home school. Therefore, it is advisable for the management of a general education institution to organize activities aimed at the gradual development of this competence in each teacher.

1. Distance educational technologies as a tool for increasing teacher ICT competence

Over the past decade, the Government of the Russian Federation has taken a number of measures that have radically changed the situation with the equipment of educational institutions computer equipment. As part of the implementation of the national project “Education”, a large number of schools were connected to the global Internet.

Unfortunately, computerization of the educational environment does not solve all the problems of school informatization. To implement informatization of the educational process, a number of conditions must be met:

• the ability to use a computer by all participants in the educational process;
• installation of licensed software;
• creating and using a media library;
• introducing into the staff the position of deputy director for informatization or a specialist who could coordinate all work on informatization of the educational process.

Equally important is the psychological and intellectual readiness of the teaching staff to work with computer equipment and the Internet. The experience of many schools shows that even modern technology is not always in demand. In this case, teachers need to reveal and show all the advantages and prospects of the informatization process and help them set appropriate priorities, increasing their potential in various courses and through self-education.

In modern conditions, one of the priority areas in improving the competencies of teaching staff and teaching students is distance educational technologies (DET).

Distance (distance) learning - education carried out with a predominance of distance learning in the educational process educational technologies, forms, methods and means of teaching, as well as using information and educational arrays on the Internet.

In English, the term “distance learning” (distant teaching - the activity of the teacher (“training”) and distant learning — the activity of the student (“learning”) within the framework of a single process of distance learning) implies a set of procedures, methods and forms of organizing the educational process.

Distance learning is an opportunity to get additional education or update your knowledge at a convenient time, free from work, study and household chores. And also not only in the workplace, but also outside it: at home, in the country, and even in a traffic jam.

Distance learning has a number of clear advantages over traditional forms training: this saves time and money for the teacher, the ability to choose the topic of the course and the pace of work with educational materials.

Director of the Eidos Distance Education Center, Doctor of Pedagogical Sciences A.V. Khutorskoy, was one of the first to engage in the practice of distance learning. On the center's websitehttp://www.eidos.ru/ everyone can find a course according to their capabilities and interests.

At the moment, the range of distance courses offered is quite wide. Of course, distance education cannot completely replace traditional learning, but the use of distance educational technologies by a teacher allows a teacher to take a big step forward, developing his professional ICT competencies.

Conclusion

The main goal of the transition to the second generation federal state standards is to achieve a new quality of education. To train, educate and develop a generation growing up in an information-rich environment, changes in the education system and its informatization are necessary. Information technologies dictate new requirements for the professional and pedagogical qualities of teachers. The task of forming and developing ICT competence of teachers is at all levels of the state system of teacher education.

The concept of “competence” means a range of issues in which a person is knowledgeable, knowledgeable and experienced.

By ICT competence of a teacher we will understand the personal quality of a teacher, manifested in his readiness and ability to independently use information and communication technologies in his professional activities.

Having considered various approaches to the levels of development of a teacher’s ICT competence and analyzed several classifications, we can distinguish three levels of formation of a teacher’s ICT competence: basic, advanced, professional.

The formation of ICT competence of a modern teacher, to a greater extent, occurs within the walls of their home school. Therefore, it is advisable for the management of a general education institution to organize activities aimed at the gradual development of this competence in each teacher. One of the options for increasing ICT competence can be distance educational technologies.

List of used literature

1. Basic ICT competence as the basis for teacher Internet education: Abstracts of the report by A.A. Elizarova at the RELARN-2004 conference June 2004 - RELARN Association. - Access mode: http://www.relarn.ru/conf/conf2004/section3/3_11.html
2. Burmakina V.F., Falina I.N. ICT competence of students. - Access mode: http://www.sitos.mesi.ru/Default.aspx?id=6
3. Gorbunova L.M., Semibratov A.M. Construction of a system for advanced training of teachers in the field of information and communication technologies based on the principle of distribution. Conference ITO-2004. - Access mode: http://ito.edu.ru/2004/Moscow/Late/Late-0-4937.html
4. Goryunova, M.A. Distributed model for advanced training of teachers in the field of information and communication technologies: Author's abstract. diss. :candidate of pedagogical sciences. - St. Petersburg, 2006. - 22s.
5. Key competencies and educational standards: Report by A.V. Khutorskoy at the Department of Philosophy of Education and Theoretical Pedagogy of the Russian Academy of Education April 23, 2002 - Eidos Center. - Access mode: www.eidos.ru/news/compet.htlm
6. Lebedeva M.B., Shilova O.N. What is ICT competence of students at a pedagogical university and how to develop it? // Computer science and education. - 2004.- N 3. - p.95-100
7. Panina T.S., Dochkin S.A., Kletsov Yu.V. Levels of information and communication competence of teaching staff // [Electronic resource]. - Access mode:http://www.belpc.ru/krirpo/index.php
8. Henner E.K., Shestakov A.P. Information and communication competence of a teacher: structure, requirements and measurement system // Informatics and Education. 2004. No. 12. pp. 5 – 9.

Application

Structure of teacher ICT competencies

At the present stage of development for Russian education, a priority has been established in the progressive development of society as such, along with its informatization. It is against this background that the concept of ICT competence of the teacher, as well as students, acquires special significance. Therefore, the use of IR technologies is being actively studied and implemented in the educational sphere.

Concept

The life of a person of any age is closely intertwined with information technology. They are necessary for both students and teachers. In the modern world, it is extremely difficult to realize oneself without basic computer skills, since such technology is now actively used in any field of activity.

The use of information technology in the educational sphere has great prospects. The concept, as well as the features of the development of ICT competence, were described in their works by many specialists.

In general, ICT competence today is understood as the ability to practically use communication information technologies that provide access to certain information or its search, processing, and organizing the dissemination process. Its level should be sufficient for living and working in the modern information society.

Basic structure

The modern concept of ICT competence includes several different components, due to which it is one of the main indicators of teacher competence according to the Federal State Educational Standard.

The main aspects of the concept of ICT competence are:

• sufficient functional literacy in ICT as an area of ​​life;
• justified introduction of ICT both in the processes of solving professional problems and within the framework of educational work;
• ICT as the basis of a new educational paradigm, which is aimed at the active development of students.

Teacher's goals

By increasing the ICT competence of the teacher, the following will be gradually implemented:

• New educational goals.
• Ability to use information and communication technologies at a high level.
• New forms within the framework of the organization of the educational process.
• Content within the framework of modern educational activities.

Concepts of literacy and competence

It is important to distinguish between concepts such as ICT literacy and ICT competence of a teacher.

Thus, ICT literacy means only knowledge of the basics of working with software products and computers as such, their basic functionality, and the general concept of working on the Internet.

At the same time, within the framework of ICT competence, knowledge alone is not enough. She assumes real application certain information tools, their implementation in the educational process. At the present stage of development, they can be used in solving cognitive and communicative issues and when conducting experiments.

Peculiarities

One of the main elements of a modern teacher’s qualification is ICT competence. Every year the level of teaching of any discipline increases. Through the introduction of ICT, the educational process itself becomes individual and more effective. Thanks to the teacher's ability to use information and communication technologies, it is possible to really increase the degree of student interest along with the assimilation of information.

Teachers are constantly being improved in accordance with the needs of the information society. To increase professionalism, several successive stages are required.

If at the first stage the teacher masters basic information and communication skills, then at the second stage the teacher’s ICT competence is formed. This ensures continuous improvement of the current educational process against the backdrop of pedagogical network interaction.

In modern educational schools, societies are necessarily taken into account when organizing the educational process. The process of informatization is underway along with the active development and improvement of the ICT competence of teachers themselves.

The need to improve the competence of teaching staff

Professional improvement is now impossible without taking into account modern information technologies, since the ICT competence of a teacher is its most important component. The modern world is characterized by dynamic development and the presence of extensive information flows. It is especially important for teachers to pay attention to improving academic work, while also educating themselves in other areas of social life. Without this, it is impossible to change the ICT competence of students for the better.

It is important to pay attention to the fact that the process of developing ICT competence involves the active use of existing information tools along with their effective implementation in the educational process.

Real structure

A detailed examination of the structure of ICT competence of a modern teacher reveals the presence of the following components in it:

• understanding the need to introduce ICT in the educational sphere;
• introduction of ICT capabilities into the educational process;
• management and organization of the learning process using ICT;
• continuous professional improvement in this area.

Components of teacher competence

To assess the levels of ICT competence of a teacher, it is necessary to consider the presence of the following components:

1. Knowledge of basic electronic aids, based on the specifics of the subject, including electronic atlases and textbooks, educational resources located on the Internet.
2. The ability to install the necessary program on a computer used during the educational process, the ability practical use and the creation of didactic electronic materials, the active use of projection technology in work.
3. Ability to use and select appropriate software to provide students with materials in a form that is most convenient and understandable to them.
4. Active use of tools during the organization of the educational process, including software testing, electronic workbooks, etc.
5. The ability to determine the optimal form for conveying the necessary information to students, as well as parents, teaching staff and even the administration of an educational institution - this can be e-mail, a website and its sections, forums, blogs, school network opportunities, social media, newsletters, etc.
6. The ability to find, process, evaluate and competently demonstrate information collected in educational digital resources, based on the assigned tasks, within the framework of the educational process.
7. The ability to competently transform incoming information to solve educational problems during the preparation of educational material.
8. The ability to practically use the capabilities of information technology, including Internet tools, to prepare and conduct lessons.
9. Formation of a digital portfolio.
10. Organization of student work in network communication projects such as quizzes, which provide for remote conduct and control, and evaluation of results.

This list of the main components of the ICT competence of a modern teacher will be gradually supplemented over time as the information community develops and improves and new achievements in scientific and technological progress appear.

The importance of the competence of participants in the educational process

At the present stage of development of society, special importance is given to both the ICT competence of students and teachers. The fact is that information technology has now become one of the main components of life modern man. Possession of them becomes a necessity, just like the ability to read, write and count. But as ICT adoption increases in daily life, a corresponding increase in information and communication awareness is required for participants in the educational process.

Was introduced not long ago new standard relevant for general and primary education. It requires the creation of one information and educational environment for each educational institution. But for this, students must understand the intricacies of the practical use of ICT in solving both educational and professional problems.

Therefore, the main task of a modern teacher is to introduce students to IR technologies along with teaching reasonable and correct use capabilities of information systems in practice. This is necessary for the full formation of competence, awareness and understanding of this area. Now computer literacy alone is not enough - something more is needed.

It is important to be able to create such conditions for the educational process when, from the very beginning stages of understanding the world around them, children will become familiar with high-tech processes and equipment. Therefore, among the priority areas for improving the educational process is the work on its informatization.

Necessity

As noted above, ICT competence is understood as the ability to collect, evaluate, transfer, search, analyze information, model processes and objects through full use of the capabilities of available tools within the framework of communication and information technologies.

So that every lesson evokes real interest On the part of students, it is important to choose the right techniques and methods for the learning process. They should be as varied as possible and used as needed.

Due to the high ICT competence of the teaching staff, the following opportunities have emerged:

1. Presentation of information during the educational process in a variety of forms - it can be audio, animation, text or video form.
2. Distribution of significant amounts of information over the same period of time in parts, which greatly facilitates the assimilation of the material.
3. Mobilizing students' attention.
4. Reproduction and commenting on the flow of information.
5. Formation of cognitive interest along with increased motivation for learning.
6. Obtaining basic skills in working with a computer, becoming familiar with the capabilities of the global Internet.
7. Activation of thinking, memory, perception and imagination during learning.
8. Clarifying and increasing the objectivity of assessing acquired knowledge.
9. Increasing student motivation.

ICT competence is understood as the competent use of the capabilities of computer technology, which works with both local network, and with the Internet.

Features of competence

In the early stages, when information technologies were just beginning to be introduced into the life of modern society, ICT competence was nothing more than a component of human computer literacy. It came down to a certain set of technical skills and abilities within the so-called standard set.

Now information technologies have become ubiquitous in modern life. Therefore, they are actively used in a variety of areas, including in the effective educational process. This is how the concept of ICT competence of a teacher and student appeared.

It is important to understand that behind a teacher’s ICT competence lies a complex concept - the ability to practically implement communication and information technologies in the educational process. This indicator cannot stand still. Due to constant development, they should also be regular.

ICT competence of a teacher includes not only theoretical knowledge, but also its real application. A modern teacher must be confident in all basic computer programs, freely use the Internet, and at the same time use modern equipment such as a printer, scanner, etc.

Within the framework of the activity level, it is assumed that functional literacy is systematically used in organizing the educational process, when it provides real positive results. Included this level There are two sublevels - implementation and creative. Introduction involves the inclusion in the educational process of modern media resources that are created taking into account the specifics of a particular subject. In turn, creative presupposes independent development electronic means various types, which can be used during the educational process.

Experts have noticed that the active use of IR technologies in the modern educational process can significantly change the usual approach to learning. By creating an open environment for the educational sphere, the teacher has the opportunity to use a variety of resources and forms of learning.