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E-learning as a key component of the integration of pedagogical and
information technologies Kadirov H. (Republic of Uzbekistan)
Электронное обучение как ключевой компонент интеграции педагогических и информационных технологий Кадиров Х. Ш. (Республика Узбекистан)
Кадиров Хаёт Шарипович /Kadirov Hayot - преподаватель, кафедра методики профессионального образования,
Ташкентский государственный педагогический университет имени Низами, г. Ташкент, Республика Узбекистан
Аннотация: в статье приведены дидактические возможности электронных средств обучения как компонента интеграции педагогических и информационных технологий в процессе профессиональной подготовки учителей профессионального обучения.
Abstract: the paper presents the possibility of teaching e-learning as a component of the integration of pedagogical and information technologies in the training of teachers of vocational education.
Ключевые слова: профессиональное обучение, коммуникация, информационные
технологии, дистанционное обучение, педагог.
Keywords: professional education, communication, information technologies, distance learning, pedagogy.
Implementation of teacher training of vocational education, during which purposefully formed special skills, develop professional qualities, can be carried out on the basis of extensive use of computer technology. For the full development of modern equipment, controlled by a microprocessor, it is necessary to create conditions for the use of new educational technologies based learning all expanding information and communications capabilities in the preparation of the teacher training.
Under the influence of informatization process now emerging new social structure - the information society. It is characterized by a high level of information technology, infrastructure development, ensuring the production of information resources and access to information, acceleration process automation of all branches of production and management, radical changes in social structures, which is a consequence of the expansion of information activities.
To date, however, questions remain insufficiently developed using modern technology training in the theory and practice of vocational education. One of the main factors of the problem should be recognized as the deepening conflict between the standard model and mechanism for the training of professional and pedagogical staff and the increased requirements to professional education in the information production and society in the modern market relations.
The leading cause of this situation - the lack of theoretical studies aimed at understanding the pedagogical basis of wide application integration of teaching and information technology as the basis for preparation of the teacher training.
Effective integration of teaching and learning of information technology can be achieved if: learning technologies will be presented as a system design method (from goals to the learning outcomes), the implementation of correction and subsequent reproduction of the learning process; information technology training will focus on all of its components, and not only the introduction of new (computer) training tools; information technology training will focus not only on the needs and the specific content of the subject, but, above all, on the development of the individual student.
We see that the computerization of vocational training in educational technology brings not only new (computer) learning tool, but also teaching methods on the basis of computer telecommunications. Let us discuss some of them in more detail, but first let us consider what is telecommunications and what its properties and didactic function.
Communication (lat. communicatio, from communico - do general, associate, talk) - a way of communication one place to another; communication, transmission of information from person to person - a specific form of human interaction in the process of cognitive work, carried out mainly by means of language and other symbolic systems.
Telecommunications - transmission of information over a distance by electronic means. Computer telecommunications - the transmission of information from one computer to another anywhere in the world. Huge opportunities for finding the necessary information, the exchange of information with the world provides Internet.
It has long been one of the most important functions of pedagogy and didactics as practical spheres of human activity was communication. Opportunity, capability and the ability to communicate with a wide range of people in the course of informative and educational activities to the most efficient organization of the activities: (a teacher, a mentor and students, students and their peers and teachers, educators among themselves and society as a whole in the broader context issues, including the acquisition and comprehension of the social and cultural experience, education for themselves and certain other rules, regulations, culture, communication). Communication - one of the central problems of pedagogy also because it is in it has great opportunities for intellectual development of young people. However, mostly, communication takes place in a closed society in which so much depends on the general cultural, moral level of its constituent people.
Possibilities for only partial solutions to this problem in their properties may provide telecommunications. Telecommunications - a powerful tool for teaching and learning. What are the properties of its teaching?
Under the didactic properties of a medium of instruction, including telecommunications, understood natural, technical, technological quality of the object, those of his hand, aspects that can be used with didactic goals in the educational process.
It makes sense to divide the didactic properties of telecommunications into four groups according to their technical organization [3]: didactic properties of synchronous
telecommunications «computer - computer»: transmission and reception of information (text of any size, graphics) from partner to partner (from computer to computer ); preparation, editing and word processing; storage and systematization of information; loading data into the network from a hard or floppy disk; transfer information from the network to the hard or floppy disk; simultaneous exchange of information with a partner; printout of the information on the printer.
Didactic properties of e-mail: send messages or texts (files) at the same time at a large number of subscribers; storage entering the central computer memory information is ready to transmit the user's request; simultaneous exchange of information with partners; sending information to the electronic mailbox of the central computer to store it for a long time arbitrarily demand; receive automatic notification that the information is read or refunded (did not reach the destination); preparation and editing of texts; transfer of information from the network to the hard or floppy disks (and vice versa); printing text on the printer to send and further discussion; demonstration of texts, graphics on the screen that allows you to participate in a group discussion and interpretation of data; providing students the opportunity to use the first-class, advanced information technology tools that are widely used in the world; Connect to any bank, and databases to obtain information of interest to the user.
Didactic properties teleconferences: transmission of information (text, graphic, sound) via teleconferencing system mu directly to your computer to any user who is a subscriber to the network, which houses the conference; reception of information (text, graphics, sound) from any partner - the participant; preparation, text editing, graphic material; handling and storage of text, graphics; printing text on the printer for distribution and operation; providing (if required) synchronous and asynchronous communication, which allows participants to conference send their information to the system at any time and party in the same way to obtain information from other participants. All messages in these cases are numbered, classified according to type, which facilitates access to them.
The extensive system of asynchronous communication allows you to create additional subthemes within the same conference. Participants also have the opportunity to think carefully before you send your message.
By the conference can connect other network subscribers, if such an opportunity is provided specifically, and to observe the discussion.
Didactic properties of an electronic bulletin board: the possibility of receiving and storing your messages on the bulletin board without specifying the destination (all-all-all); the possibility search of user information and coming into contact with the owner of the information; the possibility of finding a partner to work together; possible to print on the printer information of interest.
Telecommunications (e-mail, teleconferencing) allow students to independently form their view on world events, be aware of many of the phenomena and to explore them from different points of view, finally understand that some of the problems can be solved only by joint efforts.
Under the didactic function refers to the outward manifestation of the properties of teaching aids used in the educational process with specific goals. This is their purpose, role and place in the educational process.
And what can telecommunication solutions for educational problems? What are their didactic functions?
Already accumulated, although it is not very significant experience in the application of telecommunications in various fields of education has shown that this type of information technology allows: to organize various kinds of joint research work of students, teachers, researchers from different scientific schools, research and training centers in different regions of one or even different countries; organize practical application independent activity partners, using the variety of methods and forms of self-cognitive and practical, creative activity; conduct operational advice to a wide range of students of scientific and methodological centers; the rapid exchange of information, ideas, plans for joint projects of interest to the participants questions, matters, thus broadening their horizons, increasing their cultural level; forming partners communication skills, the culture of communication, which involves the ability to concisely and clearly articulate their own thoughts, to tolerate the opinion of the partners, the ability to lead the discussion, arguments to prove his point of view and to be able to listen to and respect the opinions of the partner; develop the skills genuine research, modeling work science lab, art studio; forming ability to extract information from a variety of sources (starting with a partner in a joint project, ending with remote databases), process it using the most advanced computer technology, store and transmit an arbitrarily long distances at different points of the planet, to create a genuine language environment conducive to the creation of a natural need to communicate in a foreign language, and hence - the need for learning foreign languages; promote cultural and humanitarian development of future specialists on the basis of initiation to the widest information of cultural, ethnic, humanistic plan [3].
These are the didactic function of telecommunications, due to their didactic qualities.
The rapid development of computer telecommunication and information systems, multimedia has led to the emergence of new educational technologies, one of which is distance learning.
Some foreign researchers have a special role in the telecommunications distance learning, define it as tele-education (tele-training) - a complex system that includes planning, distribution, and management training programs are used for this advanced means of distance communication.
Europeans understand by distance learning process in which teachers and students are at a considerable physical and technology spaced, educational purposes communicate through various communication means [7].
Under the distance education refers to a set of educational services provided to the general public in the country and abroad with the help of specialized educational environment based on the means of exchanging information over a distance learning (satellite TV, radio, computer networks, etc.) [2].
It is proposed to make a distinction between the definitions of «distance education» and «distance learning». Distance education in the broadest sense is seen as a way to implement the idea of open education with all the consequences and methodological implications [3].
Distance learning - a new kind of learning characterized by multi functionality of educational services, specific methods of training, a high degree of activation of educational process [1].
In our work with respect to distance learning training will be considered as the inclusion in the educational process information and educational system of remote access based on modern information technologies. The aim of distance learning is the organization of independent work of students regardless of whether they use teaching software on paper, diskette, or work with them in a computer network.
Distance learning how to further develop the system of distance learning involves the active exchange of information between students and teachers, as well as among learners, which determines its effectiveness and great potential for use in the education system.
Today, distance learning should be considered, on the one hand, the general system of education, while assuming the continuity of its individual units. However, distance learning is necessary to distinguish as a system and as a process. In other words, as in other forms of education, provision shall be made and theoretically comprehend the way of pedagogical design of this activity, its content and teaching (in terms of educational technologies, methods, forms of learning) components. Creation of e-learning courses, electronic textbooks, teaching aids systems, development of educational technologies of the learning process - all these tasks pedagogical design phase.
In recent years, more and more widespread are three types of distance learning based on interactive television (two-way TV); computer telecommunications networks (regional, global) with different didactic possibilities depending on the configuration (text files, multimedia technology, video conferencing); The combination of CD and network Internet [2].
Education, which is based on an interactive television (two-way TV) enables direct eye contact with the audience, located at different distances from the teacher. The greatest effects have classes, which attracted well-known experts in the field, demonstrated unique methods, laboratory experiments. In this form of distance learning students can become not just bystanders, but active participants in the use of new knowledge, methods, new information technologies, to take part in discussions, etc.
The use of computer telecommunications mode e-mail, teleconferences, other information resources of regional networks and network Internet - the most common way of distance learning. Such an arrangement provides for the possibility of the use of the latest tools of telecommunication technologies, including multimedia, all information resources Internet, including video and audio conferencing.
Another way would be to use the CD-ROM as the base of the electronic textbook, carries huge didactic opportunities for vocational education. The CD-ROM is an interactive, multimedia, may contain a large amount of information and in that capacity can significantly streamline the process of distance learning.
The most promising technologies in distance learning are considered computerized training and technology use of interactive videodisc.
Computerized training combines the technological advantages provided by computer-based training (for example, a variety of training programs, trainers, computer models) with unique capabilities of telecommunications. This implies two options work of students. The first - the use of various computer training programs through home study any issues course at the workplace of the student, followed by an exchange of information with the teacher on the telecommunications network. The second option involves the use of Internet opportunities for students to access any computer program or educational training materials that are stored on a remote computer, which is located in the Internet. In this case, the student is connected via a network to a remote computer
and launches its interesting program. Here the telecommunications are not used as a postal service, and as a means of access to information resources and work with them.
Interactive videodisc combines CD, computer and telephone equipment for the establishment of a sound and visual connection between the points.
Control of the communication lies with the teacher who decides what kind of pre-prepared information is transmitted in one time or another.
This form of training creates an environment for direct communication between all participants in the learning process.
Merge same advantages of distance learning and telecommunications allows: to solve the problem of interactive communication in the interaction of the teacher and the students, the teacher and the training group, the individual student and group learning; provide continuous monitoring of the degree of Learning; provide trainees with training materials and training information stored on servers and a variety of information in databases of telecommunication networks; develop students' independent learning skills, personal "information navigation; provide varies the training of students using unmodulated course material; provide flexible training with the possibility of individually constructed course; effective use of existing students at work (or home) by means of new information technologies as an integral part of education; integration of domestic and foreign education system, providing students with opportunities to receive education in their own country and abroad; learn everything and always (regardless of their age, qualifications, health status, working conditions, distance from the center of learning, etc.).
Modern computer tools used today to control the cognitive activity of students: in order to implement the various control procedures and collect relevant information on the progress of learning, as a counselor, tutor, trainer.
Create an e-learning tool, in which the management of educational activity of students by teachers is largely mediated computer equipped with relevant teaching and software
E-learning tools significantly improve the quality of visual and audio information; it becomes brighter, more colorful, and more dynamic. Have enormous potential in this respect, modern multimedia technology. In addition, the use of electronic means in training fundamentally changes the way the formation of visual and audio information. If the traditional visual learning refers to specific object being studied, then the use of computer technology made possible the dynamic interpretation of the essential properties of real objects, not only, but also of scientific laws, theories, and concepts.
E-learning are: service software, general purpose; software for monitoring and measuring the level of knowledge and skills of students; electronic simulators; software for mathematical modeling and simulation; software laboratories and remote access virtual laboratories; information retrieval reference system; electronic textbooks; expert training systems; intelligent tutoring systems.
Methodological basis for the creation of e-learning tools are modern psycho-pedagogical concepts and theories, which are in fact teaching technologies. The most significant of these are: activity theory (C.JI. Rubinstein, JI.C. Vygotsky, Leontiev); concept of theoretical generalizations (Davydov) and cycling training process knowledge (VG Razumovsky); theory of associative connections in the psyche and their use in the classroom (KA Menchinskaya, Kabanov EN-Muller); theory of stages of formation of mental actions (Galperin, NF Talyzina); the concept of logical and psychological foundations of computer learning tools in the learning process (VV Rubtsov); theory of problem-based learning (MI Makhmutov, AM Matyushkin); concept of education informatization (AP Ershov); theory of programmed instruction (VP Bespal'ko, Talyzina NF); theory of information provision (VY Ozhogin).
Important results of the application of e-learning, on the one hand, the individualization of learning achieved by allowing the use of a large number of options, on the other - the harmonization of requirements on general scientific, technical disciplines in different institutions associated largely with the use of a model of pedagogical software.
In the e-learning teacher performs the following functions: selection and arrangement of theoretical material, preparation of practical tasks; identify errors in the responses of students, selection methods and error correction method for a particular student, perform analytical work to identify common to all students of difficulty to change teaching methodology, curriculum changes, correction software training; the organization of the learning process using e-learning tools, tracing its dynamics; Selection criteria for the evaluation of students; the feasibility, location and functions of e-learning in the pedagogical process, the possibility of using them for a particular contingent of students, as well as in different regional conditions, taking into account their specific circumstances; holistic development of computer courses, constant updating of theoretical and practical material; sustainable functioning of e-learning [6].
The most difficult in e-learning between the learner and the computer. At this level the student, on the one hand, has a controlling influence on the system, taking decisions on future work, and on the other - is itself an object of control. Pedagogical communication between them is as follows. If the student correctly solved the problem by completing tasks or during the presentation of theoretical material does not answer the question, the computer begins to showgirl errors, which connects to the analysis of three blocks: parser error; collection of statistical data error; range of remedial programs to help students and summarizing statistical calculations (logical unit).
Depending on the level of knowledge and identify the degree of repetition of similar errors computer gives advice, which states that it is correct or trainee must take into account in this situation. In the most difficult situations, the computer sends the advice of a trained teacher. In addition the student can provide certain supplementary information required for the analysis and correction of the results. The degree of expansion of this information, the power is determined by the result of tips earlier work and employment goals.
Trainee at any stage can choose the level of difficulty of the task and methods of presentation of educational material. At the same characteristics rakter aid issued by the student, is determined by the objectives of training, their level of training, especially training. The general principle is -the student is not given new information, until he learns the «old» media.
Each time it is necessary to look for the most appropriate forms of work and realize that new pedagogical and information technologies do not fit clearly into traditional forms and methods of teaching. Therefore, you should constantly look for ways and forms of their integration into the educational process.
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