Virtual excursions in the educational space. "Virtual tour as one of the effective forms of organization of the educational process
The problem of the development of cognitive activity of preschoolers is one of the most relevant in child psychology, since human interaction with the outside world is possible due to his activity and activity, and also because activity is an indispensable prerequisite for the formation of mental qualities of a person, his independence and initiative.
Informatization of the education sector is of fundamental importance in a dynamically changing world, constant improvement and sophistication of technologies. Thanks to the transformations, the role of information technologies is increasingly manifested not only in the system of school, but also in preschool education.
Information technologies in the educational process with preschool children improve the ways and means of organizing children's activities, ensure the comprehensive development of the personality of a preschool child, and also prepare him for life in the information society.
Therefore, the use of interactive technologies is an effective means of developing the cognitive interests of modern preschoolers.
The main goal of introducing interactive technologies is to create a single information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, pupils and their parents.
A virtual tour is an organizational form of educational activity that differs from a real tour by a virtual display of real-life objects. The advantages are accessibility, the possibility of repeated viewing, visibility, the presence of interactive tasks.
A virtual tour in working with preschoolers allows you to get visual information about places that are inaccessible to a real visit, save time and money. The advantages of these excursions are that the educator himself selects the material he needs, draws up the necessary route, changes the content according to the goals and interests of the children.
A huge role in activating the activity of children during virtual excursions is played by the search method. Children not only get acquainted with the materials of the expositions, but also actively search for information. This is achieved by posing problematic questions before the tour or by receiving certain creative tasks.
During virtual excursions, the interaction of the teacher with pupils changes: his activity gives way to the activity of the pupil, the task of an adult is to create conditions for their initiative. Pupils act as full participants, their experience is no less important than the experience of an adult, it encourages pupils to independent search, research.
- Multimedia presentations using the program power point (“Painting by Russian Artists”, “Folk Toys”, “What a Builder (Dentist, Optometrist, Cook) Needs”, “History of Watches”, “Road Alphabet”, etc.);
- Video tours (Excursions "Cosmodrome", "Underwater World", "Antarctica", "Chocolate Factory", "Where is paper made?", "How a book, a newspaper is created", "Is it possible to live in a desert?", "What is inside a volcano?" , "Russian Museum", etc.);
- Interactive communication using the program Skype allowed to expand the possibilities for the development and implementation of a cycle of activities that contribute to the enrichment of the play activities of older preschoolers in the process of getting to know professions. The children have the opportunity to make a virtual tour of the workplace of their parents (the project "I'm with my mom (dad) at work"); to acquaint children with the life of children in the Far North (the project "It's great to live together!"), to form ideas about the school (the project "Hurrah! School!"), etc.
- We start by choosing a topic, defining the purpose and objectives of the tour. Then we select literature and actively carry out preliminary work with parents. Further, on the basis of the received material, we study in detail the excursion objects, draw up an excursion route based on the video sequence, determine the technique of conducting a virtual excursion and prepare the text (comment) of the excursion. The accompanying commentary may be presented in text form or as an audio recording of the tour guide's voice;
- Immersion of the child in the plot of organized educational activities by creating motivation through the creation of problematic gaming cognitive situations;
- Conducting a virtual tour through the Skype computer program or watching a video tour with a discussion.
- Repeated viewing of video clips at the request and interests of children;
- We end the virtual tour with a final discussion, during which, together with the children, we summarize, systematize what we saw and heard, and share our impressions. Conducting a virtual tour can be carried out in group or individual activities, the main thing is that the information satisfies the cognitive interests of children and contributes to the use of the mastered material in the practical activities of children (plot-role-playing game, visual, modeling, musical, cognitive, research, motor activities).
The analysis of practical activity allows us to conclude that the active use of virtual excursions activates cognitive activity and promotes the development of mental cognitive processes in children of older preschool age, overcomes the intellectual passivity of children, enriches social experience, makes it possible to use the experience gained in practical activities, which contributes to the growth of children's achievement and their core competencies.
Bibliography
- Vinogradova N. A. Interactive developing environment of the kindergarten / N. A. Vinogradova, N. V. Miklyaeva // M. UTs Perspektiva: 2011. - 208 p.
- "Childhood: An exemplary educational program of preschool education" / T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva and others. St. Petersburg: CHILDHOOD-PRESS, 2014. - 352p.
- Interactive Pedagogy in Kindergarten. Methodological guide” / Ed. N. V. Miklyaeva. M.: TC Sphere, 2012. - 128s.
- "SanPiN 2.4.1.2660-10 "Sanitary and epidemiological requirements for the device, content and organization of the working hours in preschool organizations" (approved by the Chief State Sanitary Doctor of the Russian Federation on July 22, 2010 No. 91)
- Azhishcheva T. A. Information and communication technologies in preschool educational institutions / T. A. Azhishcheva // Center for Educational and Scientific Consulting. [Electronic resource]. URL: http://conseducenter.ru/index.php/chtenya/156-ajisheva (accessed 03/29/2016)
- Koretskaya S. V. The project "The use of information and communication technologies in preschool educational institutions to create a unified information environment" / S. V. Koretskaya // Festival of Pedagogical Ideas "Open Lesson". [Electronic resource]. URL: http://festival.1september.ru/articles/559339/ (accessed 29.03.2016)
Better to see once than hear a hundred times...
folk wisdom
Considering the relationship between education and culture in the context of " education is a condition of culture, and culture is a condition of education”, the fact of the existence of the Internet culture should be recognized. At the same time, the information potential and telecommunication means of the Internet can be considered, firstly, as a complex socio-cultural system that performs the functions of preserving, broadcasting and updating the cultural heritage of society, and, secondly, the "habitat" of carriers of different cultures and subcultures, saturated their cultural products.
Indeed, the information space of the global Internet is today a fairly significant part of the cultural environment of the society. That is why the transmission of a certain amount of cultural knowledge to schoolchildren only by “traditional” methods orients them primarily towards the cultural values of the past and alienates them from the values of today, thereby making it difficult for them to enter modern society. Obviously, it is extremely important to follow the basic principles of cultural studies of education, reflecting the fundamental properties of culture and education in their relationship.
The activity of students in the network should provide a system of cultural functions that express the essence of Internet culture, its content and main components (the principle of cultural conformity). Forming projective skills for using Internet resources and telecommunication technologies, it is very important to create conditions for the creative activity of students, taking into account the productive essence of the Internet cultural space (the principle of productivity). Moreover, Internet education must meet the requirements of multiculturalism, that is, reflect Internet culture as a complex process of interaction of all types of local cultures, including national and subcultures.
Speaking about the pragmatic aspects of this problem, Internet education (as well as education in general), depending on the specific tasks and at various stages of its implementation, can be considered as:
- cultural process associated with the transfer of universal values and creative experience, with the creation of favorable conditions for cultural self-development and self-realization of the individual, self-determination and adaptation in modern society;
- cultural activities of the subjects of education, organized by means of new information technologies, and the activities are not of a broadcasting nature, but of a creative nature, aimed at creating new samples of the cultural heritage of society; activities aimed at self-assertion of the individual.
(with the provision of distance education opportunities for children with high learning motivation).
Problem-oriented lecture. (90 minutes)
The use of modern ICT in the educational process
1 slide Hello dear colleagues. In today's conversation, I would like not only to summarize the knowledge I have accumulated in the field of Information and computer technologies, but also to identify the main problems that arise in connection with their introduction into the modern lesson.
2 slide "The sun was setting, as it always happens at this time. A light May breeze turned endless green meadows into undulating oceans with ebbs and flows. Emptiness around. Only two silhouettes not far away break the natural idyll.
Why were you looking to meet me? asked a young man in a suit.
- It was not so important for me to meet personally with you, but with any representative of your profession. What do you say it's called now? asked an elderly, gray-haired interlocutor in a wide tunic.
- Teacher, Socrates ..., Teacher ...
– How did you recognize me?
The corners of the young man's mouth twitched slightly upward, clearly amused at the question.
- Your face is familiar to every child!
– Really?! So many years have passed, but do they still remember me? The old man's eyebrows shot up high.
– Socrates, your works have made an invaluable contribution to the development of a civilized society! But, things have changed too much. People now study for at least nine years. And in the lesson we can create a fairy tale, look inside the cell, assemble a robot or study the law of physics. We can get to another city without leaving the classroom, climb to the top of a mountain, travel around the world and even fly into space. In our time, it is possible to conduct a lesson with, say, thirty people located in different parts of the world, all of them: both students and the teacher will perfectly see each other, hear, and communicate.
- But this is impossible!
- Maybe! Moreover, in our time, this will not surprise anyone ... "
, computer science teacher, Essay
3 slide 1. The term ICT in the modern sense.
Teacher. What is the basis of his profession? Subject knowledge? Undoubtedly. Oratory? Of course. Love for children, the ability to understand and feel how a student learns and what he experiences at the same time? Well, who will argue. And he must always remain young in his work - keep up with the times, not stop there, always be on the lookout.
Currently, schools are provided with modern computers, interactive equipment, electronic resources, access to the Internet. This contributes to the introduction of new pedagogical technologies in the educational process of the school. In a world that is becoming increasingly dependent on information technology, students and teachers need to be familiar with it. And the teacher, if he cares about his students, their future, must help them learn new vital skills.
The use of computer technology is not the influence of fashion, but a necessity dictated by the current level of development of education.
What is ICT?
Slide 4 ICT is information and communication technology.
Personally for the teacher, the manifestation of ICT is carried out in the following areas:
· computer literacy;
work with Internet resources;
Creation of presentations for the lesson;
use of ready-made training programs;
· development and use of own author's programs.
But not everything is so simple. If we talk about ICT as a technology in the educational process, we will see the following picture:
Slide 5 Educational ICT tools can be classified according to a number of parameters:
click on the pedagogical tasks to be solved:
· means providing basic training (electronic textbooks, training systems, knowledge control systems);
· means of practical training (problem books, workshops, virtual constructors, simulation programs, simulators);
· aids (encyclopedias, dictionaries, anthologies, developing computer games, multimedia training sessions);
· complex means (distance learning courses).
click On the functions in the organization of the educational process:
information and training (electronic libraries, electronic books, electronic periodicals, dictionaries, reference books, educational computer programs, information systems);
Interactive (e-mail, electronic teleconferences);
search engines (catalogues, search engines).
click By type of information:
· electronic and information resources with textual information (textbooks, teaching aids, problem books, tests, dictionaries, reference books, encyclopedias, periodicals, numerical data, program and teaching materials);
electronic and information resources with visual information (collections: photographs, portraits, illustrations, video fragments of processes and phenomena, demonstrations of experiments, video tours; statistical and dynamic models, interactive models; symbolic objects: diagrams, diagrams);
electronic and information resources with audio information (sound recordings of poems, didactic speech material, musical works, sounds of living and inanimate nature, synchronized audio objects);
· electronic and information resources with audio and video information (audio and video objects of animate and inanimate nature, subject excursions);
· electronic and information resources with combined information (textbooks, teaching aids, primary sources, anthologies, problem books, encyclopedias, dictionaries, periodicals).
click On the forms of using ICT in the educational process:
lesson;
extracurricular
click On the form of interaction with the student:
technology of asynchronous communication mode - "offline";
· technology of synchronous mode of communication – "online".
6 slide 2. Opportunities of ICT in modern school.
“If you are in a class that is difficult to get a word out of, start
show the pictures, and the class will speak, and most importantly, speak freely…”.
ICT capabilities:
creation and preparation of didactic materials (task options, tables, memos, diagrams, drawings, demonstration tables, etc.);
creation of monitoring to track the results of training and education;
creation of text works;
generalization of methodological experience in electronic form, etc.
The use of ICT in the process of teaching and educating younger schoolchildren increases the overall level of the educational process, enhances the cognitive activity of students. But in order to teach younger students this way, one desire is not enough. The teacher needs to master a number of skills.
The main ones are:
· technical - the skills necessary to work on a computer as the use of standard software;
· methodical - the skills necessary for competent training of younger school students;
Technological - the skills necessary for the competent use of information teaching aids in various lessons conducted in elementary school.
7 slide The main purpose of using ICT is to improve the quality of education.
The quality of education is what we work for.
With the help of computer technology, the following tasks can be solved:
increasing the intensity of the lesson
increasing the motivation of students,
monitoring their progress.
It is difficult to imagine a modern lesson without the use of ICT.
8 slide IR technologies can be used at any stage of the lesson:
To indicate the topic of the lesson at the beginning of the lesson with the help of questions on the topic under study, creating a problem situation;
As an accompaniment to the teacher's explanation (presentations, formulas, diagrams, drawings, video clips, etc.)
· As an information and training aid;
To control students.
9 slide 3. Features of the teacher's activity in the ICT-filled environment.
"Miracles are created not by computers, but by teachers."
Craig Barret.
Preparation of ICT-filled lessons requires even more thorough preparation than in the usual mode. When compiling a lesson using ICT, it is necessary to think over the sequence of technological operations, forms and ways of presenting information on a large screen. The degree and time of multimedia support for a lesson can be different: from a few minutes to a full cycle.
Yes, and you and I can say that a lesson that includes presentation slides, data from an electronic encyclopedia evokes an emotional response in children, including the most infantile or disinhibited. The screen attracts attention, which we sometimes cannot achieve when working frontally with the class.
One of the most successful forms of preparing and presenting educational material for lessons in elementary school can be called the creation of multimedia presentations.
10 slide The teacher can use both personal presentations and resources from various educational collections in his work.
The spectrum of using ICT capabilities in the educational process is quite wide.
Separately, it is worth talking about interactive technologies.
11 slide However, when working with children of primary school age, we must remember the commandment "DO NO HARM!"
No one will argue that the use of any visual information in the classroom has a positive effect. There are lessons where showing tables or a reproduction of a picture is enough. In this case, preparing a presentation as a sequence of slides is probably inappropriate.
Lessons in which the presentation is not a learning tool, but the goal itself, are also ineffective.
In addition to creating and using presentations, we use the resources of the Internet very effectively. After all, it is there that you can find everything your heart desires. Overview of network resources (working with ID).
With the help of ICT, it is possible to conduct real virtual journeys in the lessons of the world around.
Modern digital laboratories make it possible to explore the world around us without leaving the classroom.
ICT is a great help in the preparation of holidays, in the research and project activities of children.
Modern information technologies are also used in work with gifted children. Search for information on the topic of research work, preparation of a presentation, participation in network projects, in-depth training on a distance basis.
As practice shows, it is already impossible to imagine a modern school without new information technologies. Obviously, in the coming decades, the role of personal computers will increase and, in accordance with this, the requirements for computer literacy of primary school students and the teacher himself will increase.
12 slide Lessons using ICT are becoming habitual for elementary school students, and for teachers they are becoming the norm of work - this, in my opinion, is one of the important results of innovative work at school. But do not forget that no one and nothing can replace live communication!
13 slide 4. Problems arising from the introduction of ICT in a modern lesson.
“The only good teacher is the one in whom the student has not died”
Baurzhan Toyshibekov:
Given all of the above, it can be assumed that in our schools all teachers use the tools offered by ICT in their lessons. However, it is not. Why? What prevents you from improving the quality of your lessons? What is the problem?
I suggest doing a little research.
Try to analyze the degree of readiness for the introduction of ICT in your activities according to the proposed scheme. It is enough to rate each of the items on a 5-point scale, given that 5 means "no problem" and 1 means "virtually insoluble problem"
Test survey in groups according to the "template of ideas", setting the task for the 2nd part of the lecture through the release of ICT training beyond the lesson.
The presentation should contain material that only with the help of ICT can be effectively presented by the teacher.
Don't clutter up a single slide with too much information!
Each slide should have no more than two pictures.
The font size on the slides should be at least 24-28 points.
Animations are possible once every 5 minutes (in elementary school).
The entire presentation should be in the same style (the same design for all slides: background; title, size, color, font style; color and thickness of various lines, etc.).
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 education;
Increasing the productivity of self-training of students;
Individualization of the work of the teacher himself;
Acceleration of replication and access to the achievements of pedagogical practice;
Strengthening motivation for learning;
Activation of the learning process, the possibility of involving students in research activities;
Ensuring the flexibility of the learning process.
Negative consequences of the impact of ICT tools on the student
The use of modern ICT tools in all forms of education can also 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 lively dialogic communication of participants in the educational process, which is already deficient 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 terms falls silent for a long time when working with ICT tools, which is especially typical for students of open and distance forms of education. During the entire period of study, the student is mainly engaged in the fact that he silently consumes information. In general, the organ of objectification of human thinking - speech turns out to be turned off, immobilized for many years of training. The student does not have sufficient practice of dialogic communication, the formation and formulation of thoughts in a professional language. Without a developed practice of dialogic communication, as psychological studies show, monologue communication with oneself, what is called independent thinking, is not formed. After all, a question asked to oneself is the most reliable indicator of the presence of independent thinking. If we follow the path of general individualization of learning with the help of personal computers, we can come to the conclusion that we will miss the very possibility of forming 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 forces inherent in all living things works: ready-made projects, abstracts, reports and problem solving borrowed from the Internet have become a familiar fact today, which does not contribute to increasing the effectiveness of training and education.
Distance learning technologies
Distance learning in the form of distance learning originated at the beginning of the 20th century. Today, you can get a higher education in absentia, learn a foreign language, prepare for admission to a university, etc. However, due to poor interaction between teachers and students and the lack of control over the learning activities of part-time students in the periods between examination sessions, the quality of such training is worse than that which can be obtained in full-time education.
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 conduct of the educational process at a distance based on the use of modern information and telecommunication technologies.
When implementing distance learning, information technologies should provide:
delivery to trainees of the main volume of the studied material;
interactive interaction between students and teachers in the learning process;
providing students with the opportunity of independent work on the assimilation of the studied material;
assessment of their knowledge and skills acquired by them in the learning process.
To achieve these goals, the following information technologies are used:
provision of textbooks and other printed material;
forwarding of studied materials via computer telecommunications;
discussions and seminars conducted through computer telecommunications;
videotape;
broadcast of educational programs on national and regional television and radio stations;
cable TV;
two-way video teleconferencing;
one-way video broadcasting with feedback by phone;
electronic (computer) educational resources.
A necessary part of the distance learning system is self-learning. In the process of self-study, a 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 various information.
