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19ПЕДАГОГИКА И ОБРАЗОВАНИЕ (PEDAGOGY & EDUCATION) УДК 004.33.07/.08
Amirov M.M.
M. Auezov South Kazakhstan University (Shymkent, Kazakhstan)
Beknasarova R.K.
M. Auezov South Kazakhstan University (Shymkent, Kazakhstan)
Temirbekova F.E.
M. Auezov South Kazakhstan University (Shymkent, Kazakhstan)
COMPUTER TECHNOLOGY AND INTERNET IN MODERN EDUCATION
Abstract: the article analyzes the role and possibilities of using computer technology and the Internet in modern education, and also limits and contradictions arising in connection with these. There are described the use of computer technology and the Internet in education as a means of cognitive activity, storage and presentation of information, strengthening of learning motivation, systematic self-monitoring and reflection activities. There are identified negative effects of using computer technology and the Internet, related to the lack of modern computer facilities in schools and universities, unwillingness of teachers to change traditional teaching methods, poor quality of Internet materials, as well as emergence of Internet addiction among regular users of the Internet.
Keywords: education, computer technologies in education, role of computer technologies in education, limits of use of computer technology in education.
Introduction. Statement of the problem in general form and its connection with important scientific and practical tasks. The formation of a creative personality of a
specialist capable of self-development, self-education, innovation is one of the priority tasks of higher education, the solution of which involves the orientation of education on active methods of mastering knowledge, intensification of learning, optimization of practical training of students.
The need for systematic acquisition of new knowledge determines the need for the formation of cognitive independence of the individual. In this regard, the planning, organization and implementation of the student's independent work is an important task of the learning process at the university. Modern society sets before the higher professional school the task of training a specialist who is able to independently acquire knowledge and is ready to apply it in practice. The solution of this problem is carried out through the search for the content, forms, methods and means of training that provide broader opportunities for development, self-development and self-realization of the individual.
Competitiveness, competence and independence, as the most significant personality traits, are key to the creative individuality of a future specialist, therefore, the organization of the learning process at a higher professional school should be associated with their development. In this regard, such an organization of the educational process is necessary, where the independent work of students acts as a means of organizing cognitive activity, as a leading form of educational activity, ensuring the assimilation of fundamental, methodological knowledge, the structure of the "thinking tool" of the student. A characteristic feature of higher education in recent years has been the increase in the proportion of independent work of students in the educational process (SIW). Currently, independent work is being actively introduced into the daily practice of higher education institutions. This is primarily due to the requirements of modern society for the professional training of a university graduate. Strengthening of students' independent work, increasing its volume in the structure of curricula and programs is also conditioned by a number of scientific, pedagogical, organizational and methodological requirements.
Firstly, the organization of independent work of students contributes to the
personality-oriented orientation of professional training of graduates, the development of students' ability to self-study.
Secondly, the expansion of the share of independent work of students gives to a greater extent a problem-research character to the educational process, since students are more actively involved in the independent solution of an integral system of tasks that have a professional orientation and an increasing level of complexity.
Thirdly, it is the independent work of a student that ensures the self-development of the necessary abilities of a future graduate for more complex types of activities, the methods and content of which cannot be transmitted or mastered by samples.
Fourth, increasing the role of independent work of students implies the creation of appropriate conditions for its organization, strengthening the responsibility of both students and teachers for the results of their activities, the educational process as a whole.
Currently, the university implements the following main approaches to the organization of independent educational activities of students: controlled independent work, controlled independent work and self-education. They differ from each other by two criteria: the activity of the subjects of the educational process and awareness of participation in educational activities.
Controlled independent work, by definition, is performed by students at the operation level, has the lowest index of their activity and awareness. Students really work "under control". The tasks they perform assume the presence of a certain algorithm or analogy in order to form skills. In this regard, supervised independent work should be carried out mainly in the first courses and be characterized by step-by-step control. Guided independent work provides for a higher level of student activity. The teacher, he not only controls the educational activity, but also stimulates it. The final goal of the work is determined jointly with the teacher, which provides the necessary level of awareness. Controlled independent work presupposes the level of skill formation, the ability to carry out transfer, appeal to inter-subject relationships,
the invariant nature of the tasks. They are characterized not so much by monitoring the progress of the result of students' independent work, as by organizing and advising students on the implementation of new types of educational or research activities provided for by the requirements for the formation of students' basic competencies. Self-education is considered as the ultimate goal of organizing independent work, as an ideal plan for educational and research activities. Self-education is possible only at the level of action and activity. A person capable of self-education is guided by internal motivation, independently sets a goal and chooses ways to implement it. It does not need step-by-step and external control. Based on this, self-education should be understood as an activity organized by the student himself at a rational time from his point of view, motivated by his own cognitive needs and controlled by himself.
The actualization of improving the skills of a future specialist to carry out activities, including educational, independently is due to the presence of a contradiction in the education system, which consists in the need to acquire knowledge at a rapid pace, on the one hand, and limited opportunities for assimilation and acquisition of new knowledge by the subject of training by traditional teaching methods, on the other. Analysis of recent studies and publications in which aspects of this problem were considered and on which the author is justified; identification of previously unresolved parts of the general problem. Recently, there have been many attempts to design new approaches in the education system based on informatization. Information computer technologies and other software products that can significantly influence the design process, allowing them to simulate models of real processes taking into account the probabilistic nature of the surrounding reality, can help in organizing the SIW.
Experimental methods. The purpose of this study is to study ways to improve the effectiveness of independent work of students using modern technical means. It is necessary to build the process of training a specialist so that the student learns to study, so that he has the ability to self-development, conscious creative application of the knowledge gained. Presentation of the main research material with full justification of
the obtained scientific results. Informatization of education makes significant changes in the organization of both the educational process and the independent work of students. Informatization is a global process of production and use of a modern valuable resource - information, which is based on the large-scale introduction of information technologies.
Information technologies are understood as a set of methods and means of collecting, processing, storing and transmitting information that expand and deepen people's knowledge. They include computer and telecommunication facilities. The Internet occupies a leading position in the system of telecommunication technologies. A distinctive feature of informatization of education is the use of information technologies in the process of teaching students. The arsenal of new information technologies is extensive. These include computers of all classes, scanners, databases and knowledge, computer networks, television, video conferences, teleconferences, email, etc. With the use of information technology, the share of independent work of students increases significantly, and its nature changes.
Students receive the necessary information from lectures of teachers recommended for the study of educational literature, periodicals. At the same time, they also have to independently master and accumulate new information using modern technical means and methods, i.e. the emphasis is shifting towards active independent work. In this regard, one of the tasks of teaching students is the formation of an information culture. This means: - having computer literacy skills, the ability to use a computer, log into a computer network, be able to compose and send text messages over the network, participate in electronic conferences to use their information and post their own information; - mastering the skills of independent information retrieval on the Internet. Internet on the topic being studied or the course work being performed.
Students learn to work with an electronic catalog and the basics of information literacy, as well as acquire skills in their chosen profession. Working with a book is one of the main types of independent educational work of students. The ability to work with literary sources is the most important means of mastering a future specialty. But,
as experience shows, students often have great difficulties in working with literature. They do not always know how to handle a library catalog, especially an electronic one, find it difficult to choose the necessary literature, do not know how to use the working apparatus of the book, immediately begin to read chapters or paragraphs, miss important auxiliary tools that are contained in the table of contents, annotations, introduction. That is why, at the very beginning of their studies at the university, students are given the opportunity to master the basics of librarianship.
Students in the classroom learn to use an electronic catalog: to find the necessary information by author, title or keywords, economically allocating their time. The electronic catalog is available via the Internet, which means almost anywhere and at any time. Having, thus, the necessary sources, students should learn how to work with the book, highlight the main thing, write down what they read correctly. It is important to teach students actions, methods, techniques that will allow them to advance to independent mastery of the material, and then to creativity, conscious, successful. Independent work is a condition for the professional growth of future engineers. In the structure of the holistic pedagogical learning process, on the one hand, it is the extracurricular work of students, often with educational literature.
Extracurricular work includes the following elements: introductory reading of the material on a given question, determining its place and connection in the system of subjects studied, repetition, thoughtful reading with drawing up a reading plan, highlighting the main point for each item, recording the selected material in your own words using symbols, etc.
Working with literature, students acquire skills based on general subject information competencies. The technology of distance learning has wide opportunities for self-education. Therefore, network educational and methodological complexes are being developed for all disciplines, including: lecture notes, methodological guidelines for laboratory, practical and term papers, information on the number of hours allocated to the discipline, intermediate and final control, test tasks. Preparation, creation and placement of such e-learning resources is a process that requires time, effort, a certain
level of information culture and understanding.
Distance learning, in which a student and a teacher can interact at a distance, is used not only for correspondence students, but also for full-time when studying lecture material. Let's consider the features of independent work of students in the study of the discipline "Information and communication technologies", "Computer-aided design systems in construction" (6th semester) of the direction of training "Construction" of the profile "Urban construction and economy". Information and communication technologies is the basic discipline for all courses using computer technology in computer-aided design.
When solving problems, students need to know not only new information technologies, but also to form the ability to independently comprehend and solve the task assigned to them. In each task there are initial data for which you need to get a result. In the process of making any decision, it is necessary to: - collect and formalize the initial data; - describe the sequence of steps to solve the problem; - choose the appropriate way to solve the problem: either write a program yourself, or use pre-known procedures; - identify shortcomings at the testing stages, make appropriate corrections; - get the desired result; - interpret the solution - determine which tasks can be used to solve this method.
Conclusions. The purpose of teaching computer science is to form an information culture among students, to provide a general professional level of knowledge and special training in the field of information technology, regardless of specialization. Thus, a basic level of student training is created. Students study the discipline "Computer-aided design systems in construction" in the 3rd year. They continue to develop basic skills, general information technology competencies in the classroom with reference to their future profession. The SIW for the study of the discipline includes classroom and extracurricular activities, the scope of which is determined by the schedule of the educational process. Practical classes are conducted using a personal computer for each student.
At any stage of the work, students can independently check the correctness of
the assignment and correct errors. Conclusions of the study and prospects for further research in this area. Thus, at different stages of preparation of bachelors of engineering and technology, the foundations are laid for organizing independent activities using new information technologies. Independent work completes the tasks of all types of educational work, because knowledge that is not supported by independent activity is quickly forgotten and not implemented in professional activities.
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