“Virtual excursion as one of the effective forms of organizing the educational process
Classification of ICT tools by area of methodological purpose:
Didactic tasks solved with the help of ICT
Improving the organization of teaching, increasing the individualization of learning;
Increasing the productivity of students’ self-training;
Individualization of the work of the teacher himself;
Accelerating replication and access to the achievements of teaching practice;
Strengthening motivation to learn;
Activation of the learning process, the possibility of involving students in research activities;
Ensuring flexibility in the learning process.
Negative consequences of exposure to ICT tools on students
The use of modern ICT tools in all forms of education can lead to a number of negative consequences, including a number of negative factors of a psychological and pedagogical nature and a range of factors of the negative impact of ICT tools on the physiological state and health of the student.
In particular, most often one of the advantages of learning using ICT tools is the individualization of learning. However, along with the advantages, there are also major disadvantages associated with total individualization. Individualization curtails the live dialogical communication of participants in the educational process, which is already in short supply in the educational process - teachers and students, students among themselves - and offers them a surrogate for communication in the form of a “dialogue with a computer.”
In fact, a student who is active in speech becomes silent for a long time when working with ICT tools, which is especially typical for students of open and distance education. Throughout the entire period of study, the student is mainly engaged in silently consuming information. In general, the organ of objectification of human thinking - speech - turns out to be turned off, immobilized during many years of training. The student does not have sufficient practice of dialogical communication, formation and formulation of thoughts in a professional language. Without a developed practice of dialogic communication, as psychological research shows, monological communication with oneself, what is called independent thinking, is not formed. After all, a question asked to oneself is the most accurate indicator of the presence of independent thinking. If we follow the path of universal individualization of learning with the help of personal computers, we may end up missing the very opportunity to develop creative thinking, which by its very origin is based on dialogue.
The use of information resources published on the Internet often leads to negative consequences. Most often, when using such ICT tools, the principle of saving energy, inherent to all living things, is triggered: ready-made projects, abstracts, reports and solutions to problems borrowed from the Internet have become a common fact today, which does not contribute to increasing the effectiveness of training and education.
Distance learning technologies
Distance learning in the form of correspondence education originated at the beginning of the 20th century. Today you can get a higher education by correspondence, learn a foreign language, prepare for entering a university, etc. However, due to poorly established interaction between teachers and students and the lack of control over the educational activities of part-time students in the periods between examination sessions, the quality of such training is reduced worse than that, which can be obtained with full-time training.
Distance learning technology (educational process) at the present stage is a set of methods and means of teaching and administering educational procedures that ensure the educational process is carried out at a distance based on the use of modern information and telecommunication technologies.
When implementing distance learning, information technologies must ensure:
delivery to students of the main volume of studied material;
interactive interaction between students and teachers during the learning process;
providing students with the opportunity to independently work on mastering the material being studied;
assessment of their knowledge and skills acquired during the learning process.
To achieve these goals, the following information technologies are used:
provision of textbooks and other printed materials;
sending studied materials via computer telecommunications;
discussions and seminars conducted via computer telecommunications;
videotapes;
broadcasting educational programs on national and regional television and radio stations;
cable TV;
two-way video teleconferencing;
one-way video broadcast with telephone feedback;
electronic (computer) educational resources.
A necessary part of the distance learning system is self-study. In the process of self-study, the student can study the material using printed publications, videotapes, electronic textbooks and CD-ROM textbooks and reference books. In addition, the student must have access to electronic libraries and databases containing a huge amount of diverse information.
Virtual excursions in the educational space
N. A. Nikitina,
Mezhdurechensk, Kemerovo region .
Ample opportunities for educating schoolchildren are provided by museum pedagogy, which has special methods and means of introducing people to cultural heritage with the help of priceless treasures stored in museums, as well as the surrounding objective world. Museum pedagogy includes certain forms and methods of interaction between the museum and the child.
Museum pedagogy has many meanings and meanings and provides rich food for thought and reflection. With its help, the child is “immersed” in the historical past native land, the study of natural resources and the surrounding world.
Children should be interested in learning about the history of the city and country, culture, traditions, so the teacher’s task is to present the material intelligibly, understandably, emotionally, starting with what surrounds the children, what they can directly observe, gradually expanding the range of knowledge.
Museum pedagogy is designed to reveal and develop the potential creative abilities inherent in every child from birth; create conditions for full self-expression and realization of creative potential; bridge the gap between the physical and spiritual development of children, offer non-traditional forms of work, with elements of play, search and improvement.
Wide range methods of museum pedagogy determines an unlimited set of various techniques and forms of work: quizzes, crosswords, charades, puzzles, team competitions, virtual excursions. They are closely interconnected, so they can be used in various combinations.
Virtual tour– this is an organizational form of training that differs from a real excursion in the virtual display of real-life objects in order to create conditions for independent observation, collection of necessaryfacts.
Virtual excursions give teachers the opportunity to creatively approach the educational process. The use of ICT in classroom and extracurricular activities develops the child’s interest in the educational process; develops the ability and skills to work with information resources; promotes effective management students' attention; activation of cognitive activity; skills development research work; improving information culture.
Mainadvantagesare:
accessibility – the opportunity to see the sights of the whole world without large material and time costs.
Every school has the Internet and many classrooms have interactive whiteboards, so without leaving the school classroom you can fully experience all the beauties of our planet.
"Better to see once than hear a hundred times".
INThere are many educational sites on the Internet that children need to be introduced to. OrganizeThis can be done very interestingly, for example, by conducting virtual excursions as a form of organizing educational activities related to traditional excursions. We don’t always have the opportunity to visit other countries and admire their sights. But, thanks to special Internet services, you can visit famous museums and art monuments without leaving your home. Any excursion, including a virtual one, is not an end in itself; she enters common system educational work, therefore its planning is given close attention and meticulous organization.
When preparing a virtual excursionfor a lesson or class hour I stick to the following plan:
1) select its object,
2) I find out its educational significance, get acquainted with it, determine the content, goals and objectives of the excursion,
3) I inform the children about the topic of the excursion, introduce them to thematic vocabulary, give a brief information about the “venue” of the excursion,
4) I explain the procedure for further work and summing up; I specify individual and group assignments.
One of the resources I use ineducationaleducational space isRussian cultural heritage portal,located at: which makes it possiblevisit 199 places of our vast Motherland. These are places that resonate in the heart of every Russian, and where you want to return again and again. Virtual tours, which allow you to go in real time to almost any point in Russia, to its cultural centers, remind us that our country was and remains a great power, and Russian spirituality, Russian word, Russian culture is not just beautiful words. These are symbols of Russia - our cultural heritage, the origins of our culture.
We choose a place, a topic that interests us, it could be a historical museum, or an exhibition, an estate museum, an art academy and much more, and we go on a trip.
The teacher himself chooses the accompanying forms of assignments and control.
The most interesting and memorablean excursion for students in my class was a virtual excursion to the Arkhangelsk Museum “Little Karelia” on the website page . here wewe looked into Russian huts and became acquainted with the variety of their forms. You won’t find two identical ones; every owner wanted to stand out. It is not difficult to verify this by comparing peasant and merchant huts, a lot of which were transported to Malye Korely. Other characteristic northern houses - their sizes: the huts are monumental, similar to small castles, tall and spacious. Sometimes two huts were combined into one so that both the extended family and all the livestock were under one roof. In such a hut it is easier to survive a long, harsh winter.
After this excursion, many children in the class spent the evening with their parents, again visiting the amazing places of Russia and discussing what they saw.
Conducting virtual excursions using the Russian cultural heritage portal will makecool watchand lessons in literature, history, geography, music and fine arts are unforgettable and exciting.
Literature
Dvoretskaya, A. V. Main types of computer teaching aids / A. V. Dvoretskaya // School technologies. – 2004. – No. 3.
Saikov, B.P. Organization of the information space of an educational institution: practical guide/ B. P. Saikov. – M.: Binom. Knowledge Laboratory, 2005.
Information and communication technologies in preschool educational institutions
More recently, the total equipping of schools with computer classes, the introduction of such a subject as computer science, caused a wave of bewilderment and, at times, indignation in us. But progress does not stand still, but moves forward with big steps. Now every second family has a computer, electronic toys, video equipment, telephones, iPhones with Internet access and other delights of the electronic world. Which quickly and firmly become established in our lives, creating ease and convenience in the search for information and communication. Nowadays, many new information technologies have appeared. They are often called computer ones, all necessary information prepared and transmitted using a personal computer. The high capabilities of modern computers are developing completely new and interesting options training. With the help of computer technologies in education, you can teach how to draw, count, read, and learn a lot of new and interesting things. Parents also have a good opportunity to prepare their child for school with the help of certain educational programs. And the inquisitive mind of a child experiences true pleasure in understanding surrounding phenomena and gaining knowledge. I would like to believe that programs for introducing preschoolers to the educational process will be compiled by truly first-class specialists in the field of child psychology and pedagogy.
And so, all this progress in a big step, in the light of recent events, has stepped, bursting at the seams, into kindergarten, which, as yet, is neither morally nor financially ready for it. But no one ever asked about readiness for such changes. Usually, they immediately begin to check the availability of equipment and its use in work. This process has a beautiful name: Information and Communication Technologies (ICT). ICT is a general concept that describes various devices, mechanisms, methods, and algorithms for information processing. And most often, due to lack of funds, these innovations take root slowly and painfully in kindergartens. But firmly and thoroughly. And you shouldn’t even ask the question: does introducing children to complex technology so early gives at least as much positive result? The answer is clear. Yes. Of course, we cannot thoughtlessly follow the rapidly developing progress, sacrificing the health of the future generation, but at the same time we must not forget that computers are our future. But only with mandatory compliance with the norms and rules of working with computer technology will the “golden mean” be achieved.
To help us “Sanitary and epidemiological requirements for the design, content and organization of the work regime in preschool organizations” (SanPiN 2.4.1.2660-10). Where it says, I quote: “4.19. A separate room is allocated for teaching children using computer technology. The equipment of the room, the organization and mode of classes must comply with the requirements for personal electronic computers and the organization of work. 6.11. To display filmstrips, standard projectors and screens with a reflection coefficient of 0.8 are used. The height of the screen hanging above the floor must be no less than 1 m and no more than 1.3 m. Displaying filmstrips directly on the wall is not allowed. The relationship between the distance of the projector from the screen and the distance of the first row spectators from the screen is presented in the table. 6.12. To watch television programs and videos, use televisions with a diagonal screen size of 59 - 69 cm. Their installation height should be 1 - 1.3 m. When watching television programs, children are placed at a distance no closer than 2 - 3 m and no further than 5 - 5, 5 m from the screen. Chairs are installed in 4 - 5 rows (per group); the distance between the rows of chairs should be 0.5 - 0.6 m. Children are seated taking into account their height.”
Also detailed description can be found at S.L. Novoselova “Requirements for the organization of computer training for preschool children.” Where she describes in detail not only the requirements for the computer room, but also for the games room and the psychological relief (relaxation) room.
Children aged 5-7 years should use a computer no more than once a day and no more than three times a week on days of highest performance: Tuesday, Wednesday and Thursday. After the lesson, the children are given eye exercises. The continuous duration of working with a computer in classes for children 5 years old should not exceed 10 minutes and for children 6-7 years old - 15 minutes.
What technical means ICT is applicable in kindergarten? On this moment this is: computer, multimedia projector, interactive whiteboard, laptop, VCR, TV. As well as a printer, scanner, tape recorder, camera, video camera. Unfortunately, not all kindergartens can afford such equipment. And as a result, not all educators use them in their work, and often do not know how to use them.
But you can’t put the material base higher than the efficiency of using ICT. “If we teach today as we taught yesterday, we will rob our children of tomorrow,” said John Dewey.
Proper use of modern information technologies can significantly increase children's motivation to learn. Allows you to recreate real objects or phenomena in color, movement and sound. This contributes to the widest development of their abilities and the activation of mental activity.
One way or another, ICTs are beginning to occupy their niche in the educational space of preschool educational institutions(DOW). Today ICT allows:
*Display information on the screen in a playful way, which arouses great interest in children, since this corresponds to the main activity of a preschooler - play.
*In an accessible form, brightly, figuratively, present the material to preschoolers, which corresponds to the visual-figurative thinking of preschool children.
*Attract the attention of children with movement, sound, animation, but do not overload the material with them.
*Promote the development of preschoolers' research abilities, cognitive activity, skills and talents.
*Encourage children to solve problematic problems and overcome difficulties.
Use of ICT in preschool education makes it possible to expand the creative abilities of the teacher himself, which has a positive influence for the education, training and development of preschool children.
The use of computer technology is used in the preparation of long-term work plans and notes open classes, results of pedagogical diagnostics, information stands, parent corners, certification materials, generalization of experience, child’s portfolio, etc.
The ability to use the Internet allows you to keep abreast of events happening in teaching communities, track announcements of events (contests, seminars), receive advice on emerging problems, also post your work on websites, and get acquainted with the developments of your colleagues’ events there.
By communicating on forums with colleagues throughout Russia, you can introduce yourself and your activities to the teaching community.
Creating your own website will help you present your accumulated experience to colleagues, parents and children. Communicate on site forums, use email.
Skype (video chat) will help you conduct video conferences with colleagues.
Using the Internet, you can keep abreast of all events in the world by reading electronic media - magazines, newspapers, articles from official websites, etc.
A “virtual tour” gives you the opportunity to visit inaccessible places, offering a unique journey.
Any excursion requires appropriate preparation and planning. When preparing for a virtual excursion, the teacher needs to select an object, find out its educational significance, become familiar with it, determine the content, goals and objectives of the excursion, and determine the accompanying text.
The role of virtual excursions is great, since a child can be active participant events of this excursion. For example: “Excursion around Moscow”, “Around Red Square”, “Excursion to the library”. "Excursion to the Royal Palace"
For such excursions you need the Internet and the desire of a teacher. And the children accept them with great pleasure.
If one of the teachers and educators says that I will not succeed, I will not be able to master new technologies, then this will not be true. Even in times past, Confucius said: “only the wisest and the stupidest are not teachable.”
And we must not forget that informatization of education opens up new opportunities for teachers to widely introduce new technologies into pedagogical practice. methodological developments aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. IN Lately information and communication technologies (ICT) – good helper teachers in the organization of educational, educational and correctional work.
And the use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
Virtual tour – effective remedy
improving information literacy of students
Chernikova Nadezhda Nikolaevna,teacher primary classes MBOU "Secondary School No. 22", Kaluga
The world we live in today is becoming increasingly dependent on information technology. They are widely and effectively used by man in all spheres of his life and activity. For many people, the computer has become a familiar attribute Everyday life, effective way communication between people, an indispensable assistant in study, work and leisure. It freed people from routine work, simplified the search and receipt of necessary and timely information, and accelerated decision-making. Informatization of all spheres of life has contributed to the emergence of a new category of culture - information, the mastery of which begins from early childhood.
In connection with the introduction of information technologies into the educational process, the importance of information as the most important factor, which determines the nature and direction of development of the pedagogical process, educational goals have changed. The emphasis has shifted from “knowledge acquisition” to the formation of “competencies”.
Federal state standard Primary general education requires the search and implementation of new approaches to raising and teaching children. One of these approaches is the informatization of education, i.e.transition to quality new level use of computer equipment and information technology in all areas of the school’s activities.The basis of the modern educational process is literate(active,)interactive interaction between man and computer.
One of the effective forms of interactive learningand increasing student motivation for learning activitiesare virtual tours. They allow you to diversify and make the educational process interesting, and therefore more effective, help to implement the principles of clarity and scientific learning, contribute to the development of observation skills independent work students.
A virtual tour is a software and information product designed for the integrated presentation of video, audio, graphic and text information. This is a multimedia photo panorama, which, unlike a video or a regular series of photographs, is interactive. Thus, during an interactive excursion, you can zoom in or out of an object, look up and down, look around, examine in detail the entire panorama of the object being studied or individual details of its interior, move through active zones from one panorama to another, for example, take a walk around museum halls, etc. Thus, without leaving the classroom, at the right pace and in a given sequence, you can walk around the entire object from the inside and even inspect it from the outside.
A virtual excursion is a visual process of a student’s cognition of the world around him, built on pre-selected objects located in natural conditions or located in the premises of museums, exhibitions, churches, etc.
Being a specific form of knowledge, a virtual excursion allows students to obtain a significant amount of information; forms methods of mental activity: comprehensive perception of an object, observation, study, research; causes increased interest in the work and, on the basis of this, a more in-depth and lasting assimilation of the material.
Virtual excursions can be divided into several types:
natural sciences - excursions to the field, forest, meadow, river, lake, zoo, museum;
local history - these are excursions to study the nature and history of the native land;
historical- cultural – excursions around historical places, to museums, art galleries, exhibition halls, revealing certain periods in the history of the development of the state and Russian national culture;
biographical - these are excursions to places that are associated with life and creativity famous people, keep the memory of them.
The basis for preparing a virtual excursion is a certain algorithm of actions that allows the teacher to achieve a successful result:
determining the purpose and objectives of the excursion;
choosing a topic;
selection of literature and compilation of bibliography;
identifying sources of excursion material;
selection and study of excursion objects;
( Select from a variety of objects 10 – 20 the most interesting and appearance, and according to the information they carry. The correct selection of objects provides a visual basis for the perception of excursion material and a deep disclosure of the topic. )
scanning photographs or other illustrations necessary to present the project;
drawing up an excursion route based on video footage;
( The route is built according to the principle of a logical sequence of inspection objects. The material of the virtual excursion can be presented in chronological, thematic or thematic-chronological sequence.)
preparation of excursion text;
(The text of the virtual excursion should provide the thematic focus of the story and reveal all subtopics. The text should be brevity, clarity of wording, availability of information on the topic, a sufficient amount of factual material, literary language.)
determining the technique of conducting a virtual excursion;
(The material is placed in the sequence in which the objects are shown and has a clear division into parts. Each of them corresponds to one of the subtopics.)
excursion demonstration;
(Objects are shown in a logical sequence and provide a visual basis for the theme.)
summing up the excursion.
( The result of the excursion can be a general conversation, testing, a mini-essay, a newspaper article, an exhibition of drawings, a presentation) .
A virtual tour has a number of advantages over traditional tours.The main advantages are: accessibility– the ability to inspect excursion objects without large material and time costs and at any time; the ability to view the tour and the information offered multiple times. Properly organized virtual excursions contribute to the understanding and disclosure of cause-and-effect relationships, understanding of logical relationships between concepts, which generally ensures a strong and deep understanding of the fundamentals of science. But there are also disadvantages: the lack of opportunity to see what is not included in the excursion; limited impressions.
The use of interactive teaching tools in the classroom allows you to make the lesson more interesting, thoughtful, and mobile; makes it possible to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities. Such teaching aids are highly informative and reliable, allow one to penetrate into the depth of the phenomena and processes being studied, increase the visibility of learning, contribute to the intensification of the educational process, and enhance the emotionality of the perception of educational material. This enhances positive learning motivation and activates cognitive activity students, promotes conscious learning.
The use of information and communication technologies in classroom and extracurricular activities creates favorable conditions for organizing student-centered learning, helps to increase the efficiency of the educational process and increase the level of awareness of students. You should not refuse real excursions either. It is necessary to find the optimal combination of reality and virtuality, based on the interests of students and learning objectives. Excursion work in its various forms: full-time, correspondence and virtual provides unique opportunity students to learn more deeply and visually become familiar with the world around them, the historical and cultural heritage of their country and native land.
Preparing and conducting virtual excursions helps improve the information competence and culture of teachers themselves.
Literature:
Alexandrova E.V. Virtual excursion as one of the effective forms of organizing the educational process in a literature lesson [Text]/E.V. Alexandrova //Literature at school. – 2010.
Emelyanov B.V. Guided tour.– M: Soviet Sport, 2007.
Ponomareva, A.A. Virtual excursion as a form of teaching junior schoolchildren [Text] / A.A. Ponomareva // Scientific search. – 2011. – No. 2 (3).
Raikov B. E. Methods and techniques of excursions.– 4th ed., revised. and additional– M.; L.: GIZ, 1930. - 114, p. – Bibliography: p. 107-114.– (Excursion library).