Information - communication technologies in the modern training process

The problem of the effectiveness of the modern educational process is due to the presence of the following contradictions. On the one hand, there is a growing flow of information that the student must perceive. On the other hand, the student often has a very low motivation to assimilate this information. In addition, in order to successfully adapt to the conditions of modern life, a person needs to clearly present an information picture of the surrounding world, taking into account the interrelationships of the processes occurring in it and existing phenomena. Nowadays, for most people, it is not so much the ability to program (create computer programs using programming languages), but the ability to use computer information technologies. Such a culture of obtaining information becomes part of the general culture of mankind. For students to successfully use modern information technologies, they need to develop systems thinking and mastering important fundamental concepts (such as information, object, model, system) used in all areas of information activity of modern man. The information approach is becoming one of the fundamental methods of knowledge at all stages of the system of lifelong education, which determines the special role of information in the modern rapidly developing world. The transition to an information society has an impact on the whole society, including the education system. This is due to the emergence of new concepts related to information and communication technologies, and the use of computer technology in all areas of modern society.

The task of the teacher is to teach the student to transform and acquire a certain amount of information in a finite period of time with a view to its further use in practical activities. In solving this problem, the teacher can combine traditional methods of teaching and education with modern information technologies, including computer technologies. Using a computer in the learning process allows you to make this process mobile, differentiated and individual. Information technologies are understood to be a fairly wide class of disciplines and areas of human activity related to management and data processing technologies, as well as the creation of this data, including the use of computer technology. It can be said that any pedagogical technology is an information technology, since the basis of the technology of the learning process is the acquisition and transformation of information. Computer-based learning technologies are computer technologies. As a rule, it is computer technologies of training that mean the process of preparing and transmitting information by a student to a student using a computer as new information technologies of education.

The integration of computers into a network (creation of communication) has led to the emergence of information and communication technologies (ICT). The emergence of learning tools based on information and communication technologies has created the possibility of including an interactive learning tool in the information interaction between the student and the teacher. In this case, there is an active interaction of educational assignment, not only between the teacher and the student, but also between the learning tool and the learner, the teacher and the learning tool. If necessary, certain functions of the teacher can be transferred to the training tool, such as managing educational activities, monitoring learning outcomes, developing skills, etc. In such a scheme of educational activities, the teacher performs the following functions: 1) plans the learning process, manages and controls it behind him; 2) develops educational software and implements the layout of educational material; 3) develops a methodology for using ICT-based learning tools; 4) adapts this methodology to the specific conditions of the educational process; 5) automates the process of assessing knowledge and skills; 6) corrects the teaching methodology taking into account the results of its activities; 7) predicts the direction of development of trainees.

Information electronic educational resources can be divided into distributed (located in networks) and localized (stored on this computer, CD-ROM, DVD-ROM, etc.). The use of electronic educational tools leads to the achievement of the following methodological goals: - individualization and differentiation of the learning process; - monitoring, diagnosing and evaluating learning outcomes; - the implementation of training, self-control and selftraining of students;

• -    release of study time due to automation of the learning process;

• -    improving the visualization of educational information;

• -    modeling and imitation of the objects, processes and phenomena under study;

• -    the creation and use of databases;

• -    strengthening the motivation of learning due to the interest of students in computer technology;

• -    familiarizing the student with the learning strategy;

• -    development of thinking;

• -    the formation of the ability to make the best decision;

• -    formation of the information culture of the student and the teacher.

Educational software for functional purposes can be divided into the following types: 1) pedagogical; 2) diagnostic; 3) instrumental; 4) subject-oriented; 5) intended for the formation of a culture of educational activities; 6) designed to automate the processing of the results of an educational experiment; 7) control the actions of real objects; 8) programming environments; 9) intended for the automation of methodological support and office work; 10) service; 11) games. According to the methodical purpose of the software are divided as follows: 1) training; 2) exercise equipment; 3) controlling; 4) information retrieval; 5) imitation; 6) modeling; 7) demo; 8) automate; 9) developing. The greatest didactic effect from the use of electronic software is achieved with a comprehensive use of the capabilities of information and communication technologies and in the following types of training activities: information retrieval; experimental research, information processing, knowledge representation and extraction.

The educational environment of the pedagogical process is understood as the subject-spatial environment of the student and teacher, extended at the expense of the information environment. One of the features of the information environment is that any information environment provides only the possibility of obtaining the necessary data for a person, the ability to receive and transform information needs to be educated, developed, it is acquired only in the learning process. Previously, textbooks, textbooks, encyclopedias, reference books (including electronic ones), etc. were usually meant as an information environment. Thus, the notion of an educational environment characterized the limited process of temporarily immersing participants in the pedagogical process for the current use of information. At the same time, the information exchange of the student with the educational environment was one-sided, that is, the educational environment was for him only a source of information.

In connection with the active development of information and communication technologies, the content of the concept of the information environment is changing. The information environment is now understood as including a set of software and hardware, information communication networks, organizational and methodological elements of the educational system and applied information about the subject area, understood and used by various users. An essential part of the information environment in this case is the Internet. There are more opportunities for the implementation of the pedagogical process, as it provides the possibility of two-way information exchange for students - they can not only receive information, but also transmit it, thus taking part in the formation of the educational space.

The spread of information and communication technologies in science has formed an object-oriented approach to the consideration of nature as a system of interconnected objects, between which information exchange takes place. The object-information model of the real world allows us to understand the principle of consistency, which is as follows. In modern didactics, the pedagogical process is considered as a joint systematic activity of students and teachers. In this case, the objects of the pedagogical process system are the activity of the student and the activity of the teacher in the framework of this process. Each of these activities is also a system, that is, it can be represented as a set of related objects. The objects of the activity system are the purpose of the activity, its content, the implementation of the activity itself, its control, evaluation, etc. The object-oriented approach allows us to proceed to a generalized description of the objects in the form of a set of their parameters. These object parameters characterize the system and are called the system state parameters. The external environment of the pedagogical process system (educational space) is also a system, some objects of which are characterized by the same parameters as the objects of the pedagogical process system. When the values of the corresponding parameters differ, information is exchanged between the system and the environment (Fig. 4). As a result of this interaction, objects move from one state to another, - the pedagogical process is transformed. The existence of inconsistencies in the system of the pedagogical process and in the educational space determines the motivation of the student’s learning activities and the teacher’s educational activities. In this case, the system of the pedagogical process and the educational space are in non-equilibrium conditions. And in an open system that is in a disequilibrium state, development takes place, in contrast to closed systems that are in an equilibrium state (a regression occurs in them). That is why we can say that the system of the modern pedagogical process is open. And such an implementation of the pedagogical process has become possible in modern conditions due to the wide distribution of information and communication technologies.