The advantages and disadvantages of using information and communication technologies

The use of modern information technologies in training is one of the most important and enduring trends in the global educational process. In the domestic schools in recent years, computer technology and other ICT tools are increasingly used in the study of most subjects.

Computerization significantly influenced the process of knowledge acquisition. New ICT training to intensify educational process, to increase speed of comprehension, understanding and depth of absorption of huge amounts of knowledge.

In the process of learning is important, not the information technology itself, and how its use implements the achievement of educational goals. In fact, now education is facing a big challenge: to learn how to correctly and optimally harmless to use the computer. The role of the computer in the lesson was more complex: its usage in learning process helps the teacher to make a lesson dynamic, targeted, rich, vivid, memorable for a long time.

The computer is a new dimension in the learning space. It is a necessary helper, teacher tool to achieve educational goals, but not a panacea for all educational problems. Computer in any case will not replace traditional books, in any case will not replace live communication with a teacher, the impact of individual teachers on students.

The computer is a tool that improves the job of a teacher, but first the teacher needs to make great efforts to master the instrument, you should creatively carry out selection of material for lessons, to review the teaching methods from the point of view of the application of the lesson of computer hardware, computer networking, and the opportunity to fill the lesson with multimedia information. Experience in the use of computer in the process of conducting training sessions in various disciplines allows us to formulate some General provisions. First of all, it should be noted that the methodology of computer use in lessons of various subjects may not be the same. The content of subjects, the age characteristics of students, different features of educational software, different professional level of teacher preparation in computer technology influence on the didactic use of computer in school.

In preparation for the lesson using ICT the teacher should not forget this lesson, and therefore is a lesson plan based on its objectives, the selection of the educational material he needs to obey basic didactic principles: systematicity and consistency, accessibility, differentiated approach, scientific etc. the computer does not replace the teacher, but only supplements his.

The use of ICT gives the opportunity to solve such issues:

• to use the achievements of modern information technologies;

• to develop skills of independent work of students in the information databases of the Internet;

• to intensify the historical education to improve the learning of knowledge from the school course of history, to make the learning process interesting and informative.

• Using ICT, complete with a traditional textbook promotes the following:

• provides a learner-centered and differentiated approach to teaching;

• provides implementation of an interactive approach (constant communication with a PC, the formulation of questions of interest to the student and receiving answers);

• enhances cognitive activity of students due to a variety of video and audio information;

• exercises control through testing and system questions for self-control.

One of the important features and benefits of information and communication technologies in comparison with other training tools lies in the fact that multimedia programs are mostly designed for independent active perception and learning of knowledge and skills. The building, didactic directions and decisions of the academic (scientific) problems require active mental activity of students. They can choose the best pace with a multimedia program according to individual mental, psychological and physiological abilities and interests; to verify the correctness of the answers, use the process of perception and assimilation of knowledge of visual-auditory and textual information.

There are two types of mastering by students of knowledge: the productive, which is based on cognitive activity and independent thinking of students (characterized by high performance cognitive processes) thereproductive based on memorization and understanding of ready-made knowledge. Independent work with ICT as an important impetus in teaching creates all the preconditions for the application of practical and intellectual skills, the combination of sensual and rational knowledge, for knowledge that students acquire as a result of independent activity, absorbed significantly better than those reported by the teacher. The assimilation of ready knowledge-based multimedia information need, but during certain tasks is necessary to skillfully combine these two types of cognitive activity to the main symptom of a phenomenon, event, or process was proven and revealed by the students in all possible for them to work].

Information and communication technology learning is quite promising to enhance creativity. The student leaving the position of the object of learning, the ready recipient of educational information, becomes the active subject of learning, it can obtain the necessary information and even be able to invent, to construct the necessary ways of action. At the same time, with all the positive aspects it should be noted that currently, the technique of using information and communication technologies in the teaching of humanitarian disciplines is being developed.

There is a real threat of transformation of history teaching in the formal mechanical reproduction of facts with the use of spectacular visuals. Often a huge selection of illustrative material on the Internet and on CD-ROM in preparation for the lesson leads to an unjustified increase of its quantity to the detriment of other forms of work. Such lessons turn into a monologue of the teacher, feedback is lost with students. In this situation it is important to use computer technology not only as a visual aid, such a "history in pictures", but for development, for example, the ability to make logical schemes, to reveal causation, patterns of events and phenomena of public life.

We believe that in the course of studying the Humanities is important to maintain the problematic lessons with elements of discussion. In General, all techniques that have been successfully developed in our didactics should not be discarded and forgotten, and qualitatively improved and more effectively used with the aim of improving cognitive activity of pupils at lessons of history. One means of this process is the introduction of modern computer technologies in the classroom.

Among the reasons hindering the use of ICT in school, are first of all organizational and technical – the lack of free access to computer equipment, difficulties in timely repair of the problem by dividing the class into sub-groups when conducting studies using information and communication technologies and others.

However, the main problem is the problem of psycho-pedagogical. They are in a low level of readiness of leaders rose to the use of ICT in school management, the lack of scientifically justified methods of use of ICT during lessons in specific disciplines, the lack of educational institutions both quantitatively and qualitatively pedagogical software tools. That's part of the problem, without solving which it is impossible to decide the question positively in General. However, we must remember that the possible negative consequences associated with the active invasion of a natural inner world of man is artificial, illusory impressions of the display of virtual scenes and interact with them. The danger may be in the deliberate manipulation of the minds of the young man, neglecting the permissible rules of safe operation by the computer. In this regard, increasing the relevance of research of psycho-pedagogical impact and the medical consequences of the use of ICT tools for physical and mental development of students. Computerization can lead to the formation of the egoistic tendencies of man, individualism, and mutes the sense of collectivism, mutual assistance. Therefore, the question of the introduction of ICT in the educational process must be balanced.

Considering all positive and negative consequences of using information and communication means to conclude that they are effective when combined with traditional methods and contribute to the qualitative development of abilities and skills of students of vocational and technical institutions. Summing up the above can be separated:

The advantages of ICT use in VET:

• the increase of interest and General motivation to learning thanks to new forms of work and involvement in priority directions of scientific-technological progress;

• individualized learning: each operates in a mode that it satisfies;

• objectivity of the control;

• enhancing learning through the use of attractive, fast-changing forms of information delivery, competition students with the machine and ourselves, to the desire to obtain the highest score;

• formation of skills for creative activity;

• education of information culture;

• mastering the skills of operational decision-making in complex situations;

• student access to banks of information, the ability to quickly obtain the necessary information.

• intensification of independent work of students;

• growth of the volume executed on the lesson objectives;

• Increasing motivation and cognitive activity due to the diversity of forms of work, enabling gaming time: decide right examples - open the picture postales correctly all the letters - will get closer to your goal of the fantastic hero. The computer gives the teacher new possibilities, allowing, together with the student to get pleasure from the fascinating process of learning, not only the power of imagination pushing the walls of the VET's office, but with the help of latest technology allows you to immerse yourself in the vibrant colorful world. This activity causes the children emotional recovery even slower pupils willingly work with the computer .

• expansion of information when using the Internet;

Integrating the common class with a computer allows the teacher to shift some of their work on a PC, while making the learning process more interesting, varied, intense. In particular, it becomes more rapid the process of writing definitions, theorems and other important parts of the material because the teacher does not have to repeat text several times (he brought it to the screen), the student does not have to wait until the teacher will repeat the desired fragment.

This method of teaching is very attractive for teachers of vocational and technical institutions, because it helps them to better assess the skills and knowledge of the child, to understand it, encourages the search for new, unconventional forms and methods of learning, stimulates professional growth and further development of computer technology.

Lesson application of computer tests and diagnostic systems will enable the teacher to get an objective picture of the level of mastering of a studied material to all the students in a timely manner and to adjust it. While it is possible to select a level of difficulty of the task for a particular learner.

For the student it is important that immediately after the execution of the test (when this information has not lost its relevance), he gets an objective result with an indication of the errors that it is impossible, for example, during the oral survey.

In the classroom, integrated with computer science, students acquire computer skills and learn to use in working with the different material items one of the most powerful modern versatile tools - computer, they solve the equations, build graphs, drawings, prepare texts and drawings for his works. This is an opportunity for students to show their creativity.

But along with advantages there are a number of problems like in preparation for such lessons, and during their conduct.

Current deficiencies and challenges of ICT use:

• No computer in the home using many students and teachers, self-study time in the computer labs is not in all schools;

• Teachers have insufficient time to prepare for the lesson in which computers are used;

• Lack of computer literacy teachers;

• No contact with the teacher;

• The working schedule of teachers are not allotted time to investigate the possibilities of the Internet;

• It is difficult to integrate the computer into pourochnoe the structure of the classes;

• Not enough computer time at all;

• Schedule VET does not provide time to use the Internet in lessons;

• There is a possibility that, fascinated by the use of ICT in the classroom, the teacher will move from developmental education to clearly illustrative methods.