The study of the teacher's IKT competence excel file. Report "Professional ICT - teacher's competence". There is an opinion that

The concept of ICT competence in modern pedagogy

At present, computers and other information Technology firmly established in the lives of both teachers and students. No PC skills modern world very difficult, as computerization has penetrated into all spheres of activity.

The potential of ICT in education is enormous. Modern pedagogy could not pass by such a phenomenon. Accordingly, various interpretations have arisen in science. Separately, scientists paid attention to the study of the term "ICT competence".

Table 1 reflects the key approaches to the definition of ICT competence.

Table 1. Interpretation of ICT competence in pedagogy

		Statement of the definition
	V.F. Burmakina	ICT competence- confident possession of all the components of ICT literacy skills to solve emerging issues in training, educational and other activities..
	A.A. Elizarov	ICT competence is a set of knowledge, skills and experience, and it is the presence of such experience that is decisive in relation to the performance of professional functions.
	HE. Shilova M.B. Lebedev	ICT competence is the ability of an individual to solve educational, everyday, professional tasks using information and communication technologies
	L.N. Gorbunova and A.M. Semibratov	ICT competence is the readiness and ability of the teacher to independently and responsibly use these technologies in their professional activities.

Having considered the existing interpretations of the term ICT competence, we can single out a general interpretation according to which:

ICT competence- this is the ability to use information and communication technologies to access information, to search for, organize, process, evaluate it, as well as to produce and transfer / distribute, which is sufficient to successfully live and work in the emerging information society.

Figure 1. Main aspects of ICT competence

ICT competence includes several components, thanks to which it can be considered an independent unit of pedagogical competence according to the Federal State Educational Standard of the new generation. The basic structure of ICT competence is presented in Table 2.

Table 2. Structure of ICT competence

	Structure element
	Definition	the ability to accurately interpret the question; the ability to detail the question; finding in the text information specified explicitly or implicitly; identification of terms, concepts; justification for the request;
	Access (search)	selection of search terms, taking into account the level of detail; compliance of the search result with the requested terms (method of evaluation); formation of a search strategy; syntax quality.
	Control	creation of a classification scheme for structuring information; use of the proposed classification schemes for; structuring information.
	Integration	the ability to compare and contrast information from multiple sources; the ability to exclude irrelevant and irrelevant information; the ability to concisely and logically correctly present generalized information.
		development of criteria for selecting information in accordance with the need; selection of resources according to the developed or specified criteria; the ability to stop the search.
	Creation	the ability to develop recommendations for solving a specific problem based on the information received, including contradictory; the ability to draw a conclusion about the focus of the available information on solving a specific problem; the ability to substantiate one's conclusions; the ability to balancedly highlight the issue in the presence of conflicting information; structuring the created information in order to increase the credibility of the conclusions
	Message (transmission)	the ability to adapt information for a specific audience (by choosing the appropriate means, language and visuals); the ability to correctly quote sources (in the case and in compliance with copyright); ensuring, if necessary, the confidentiality of information; the ability to refrain from using provocative language in relation to culture, race, ethnicity or gender; knowledge of all requirements (rules of communication) related to the style of a particular communication

ICT-competence of the teacher

ICT competence of the teacher is an important element of skill level modern teacher. In the context of increasing requirements for the level of teaching subjects at school, the possession of ICT allows you to individualize the learning process and introduce innovations that will improve the assimilation of information by students and increase their interest in education.

Modern standards require that the teacher's ICT competence correspond to the content, the components of which are shown in Figure 2.

Figure 2. The content of the teacher's ICT competence

A modern teacher masters ICT in several stages, which increase the level of his professionalism. In pedagogical science, experts consider each of the stages separately. So the first stage provides for the development of the information and communication competencies of the teacher related to the organization of student learning. The second stage is characterized by the formation of pedagogical ICT competencies associated with the improvement of the educational process in the mode of network pedagogical interaction.

Professional development of teachers today is becoming one of the most important tasks during the transition of schools to specialized education. It is possible to raise the system of advanced training to a new level through informatization, which is impossible without the development of the teacher's ICT competence.

The model of ICT competence that exists in modern standards allows the teacher to develop progressively, constantly expand their knowledge and capabilities in the pedagogical field.

Figure 3. ICT competency model

In ICT-competence, elements are distinguished that are formed and used in individual subjects, in integrative interdisciplinary projects, in non-subject activity. At the same time, the development of ICT competence within a particular subject contributes to the formation of meta-subject ICT competence and plays a key role in the formation of universal learning activities.

Assessment of ICT competence

Existing approaches to education require constant monitoring and assessment of the level of ICT competence of a teacher. main goal ICT competency assessments is the diagnosis of development dynamics and the timely identification of "stagnant phenomena" and gaps.

Monitoring is one of the key approaches to assessing the ICT competence of a teacher. It is aimed at studying and choosing relevant methods to eliminate deficiencies in ICT competence. The modern concept of monitoring the teacher's ICT competence is based on the works of the famous teacher L.V. Kochegarova. Monitoring, as a method of assessing ICT competence, performs the functions of monitoring the quality of teacher training. To the number key functions may include the following:

information function- allows you to record the results of training and judge the progress of each teacher, his achievements and difficulties;
control and corrective function– provides objective data on the level of informatization educational institution in general, ICT is the competence of an individual teacher, which serves as the basis for making adjustments to the teaching methodology, choosing an individual educational trajectory. This, in turn, will contribute to the creation of positive motivation and comfortable conditions for each teacher, taking into account the axiological aspects of adult education;
motivational function stimulates to improve and deepen their knowledge, develops the skills of self-control and self-esteem.

A basic level of The ICT competence of a teacher should include a system of skills and abilities, which are presented in the figure below.

Figure 4. The basic level of ICT competence of a teacher

Currently, the ICT competence of teachers can be assessed through expert assessment developing their lessons. An individual teacher is considered and a comparison is made of the level of ICT use recorded in the plan and the real one. Based on the results of the comparison, a certain assessment is given.

Diagnostic map of the formation of teacher's ICT competence

The diagnostic tool presented below allows you to quickly assess the level of ICT competence of a teacher. The assessment is made using the arrangement of points in accordance with the level of a particular skill indicated in the diagnostic card:

3 points - high level,
2 points - average level,
1 point - low level,
0 - no indicator

ICT competence

	Knowledge, skills, abilities.
	Knowledge of what a personal computer is, the purpose of computer devices
	Knowledge of the purpose of software products (Windows, MS Office), their functions and capabilities
	Knowledge of the existence of computer networks (including the Internet)
	Ability to type in Word
	Ability to create a spreadsheet in Excel
	Ability to create a spreadsheet chart in Excel
	Ability to create a simple presentation for the lesson
	Ability to create a presentation for the lesson with hyperlinks, sound, etc.
	Knowledge of teaching staff in the subject
	Ability to install the program used on a demo computer, use projection equipment
	Be able to find, evaluate, select and demonstrate information from the DER
	The ability to extract and select information from the Internet on the discipline taught
	Ability to choose and use software (text and spreadsheet editors, programs for creating booklets, websites, presentation programs for the optimal presentation of various kinds of materials necessary for the educational process
	Possession of techniques for creating your own electronic didactic material.
	Using ICT to formalize thematic planning
	Use of ICT for monitoring in your subject
	Use of ICT for the preparation of various reports on the subject
	Using ICT to analyze the learning process
	Ability to create a digital self-portfolio and a student's portfolio
	Applying organizational tools learning activities student.
	remote support educational process, for example, through Dnevnik.ru.
	Organize the work of students in the framework of network communication projects (Internet Olympiads, competitions, quizzes ...)
	Creation of a bank of KIMs, test tasks
	The desire for self-education within the framework of ICT
	Interaction and collaboration with parents using ICT (e-mail, Dnevnik.ru)
	Ability to effectively build the process of communication with various participants of the EP using ICT

Literature

Burmakina V.F., Falina, I.N. ICT competence of students. – URL: http://www.sitos.mesi.ru/
Galanov A.B. Model of the formation of ICT competencies among teachers // . – URL: http://www.irorb.ru/files/magazineIRO/2011_2/7.pdf
Gorbunova L.M., Semibratov, A.M. Building a system for advanced training of teachers in the field of information and communication technologies based on the principle of distribution. Conference ITO-2004 // . – URL: http://ito.edu.ru/2004/Moscow/Late/Late-0-4937.html.
Elizarov A. A. Basic ICT-competence as a basis for teacher's Internet education: abstracts of the report // International Scientific and Practical Conference RELARN-2004.
Kochegarova L.V. Scientific and methodological support in the information environment as a comprehensive solution to the problem of personnel training // Sakhalin Education - XXI. 2008. No. 1. S. 3-5
Lebedeva M.B., Shilova O.N. What is the ICT competence of students Pedagogical University and how to form it? // Informatics and education. - 2004. - No. 3. - P. 95-100.

informatization process modern society necessitated the development of a new model of the education system based on the use of modern information and communication technologies.

There are many programs, electronic textbooks, websites, publications written and developed for teachers and teachers. A huge number of various courses in information technology offer their services to teachers. The school is supplied with new equipment (computers, projectors, interactive whiteboards). But, unfortunately, we have to admit that not all teachers can and work on this equipment.

The introduction of ICT in the professional activities of teachers is inevitable in our time. The professionalism of a teacher is a synthesis of competencies that include subject-methodical, psychological-pedagogical and ICT components. In the scientific pedagogical literature, many works are devoted to clarifying the concepts of "competence" and "competence".

Competence- includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them.

Competence- possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

Competence approach- this is an approach that focuses on the result of education, and the result is not the amount of learned information, but the ability of a person to act in various problem situations. Let us dwell on the issue of the formation and development of ICT - the competence of subject teachers.

Under ICT competence of the subject teacher we will understand not only the use of various information tools, but also effective application them in teaching activities.

For the formation of basic ICT competence necessary:

the presence of ideas about the functioning of the PC and the didactic capabilities of ICT;
mastering the methodological foundations of the preparation of visual and didactic materials Microsoft Office tools;
use of the Internet and digital educational resources in teaching activities;
formation of positive motivation to use ICT.

And according to the new regulation on certification, if a teacher does not own a computer, then he cannot be certified for the first or highest category.

To improve the level of ICT competence, the teacher can

participate in seminars at various levels on the use of ICT in educational practice;
participate in professional competitions, online forums and teachers' councils;
use in preparing for lessons, at electives, in project activities of a wide range of digital technologies and tools: text editors, image processing programs, presentation preparation programs, spreadsheet processors;
ensure the use of the DER collection and Internet resources;
to form a bank of training tasks performed with the active use of ICT;
develop own projects on the use of ICT.

A computer is just a tool, the use of which should organically fit into the learning system, contribute to the achievement of the goals and objectives of the lesson. The computer does not replace the teacher or the textbook, but radically changes the nature of pedagogical activity. home methodological problem teaching is shifting from “how best to tell the material” to “how best to show”.

Assimilation of knowledge related to a large amount of digital and other specific information through active dialogue with a personal computer is more effective and interesting for the student than studying the boring pages of a textbook. With the help of training programs, a student can simulate real processes, which means he can see causes and effects, understand their meaning. The computer allows you to eliminate one of the most important reasons for a negative attitude to learning - failure due to a lack of understanding of the essence of the problem, significant gaps in knowledge.

The inclusion of ICT in the course of the lesson makes the learning process interesting and entertaining, creates a cheerful, working mood in children, facilitates overcoming difficulties in learning educational material. A variety of aspects of the use of information and computer technologies support and enhance children's interest in subject. The computer can and should be considered as a powerful tool for the mental development of the child. However, it is not a fact that the use of a computer in a lesson makes it possible to master, for example, mathematics “easily”. There are no easy paths to science. But it is necessary to use every opportunity to ensure that children study with interest, so that the majority of adolescents experience and realize the attractive side of the subject being studied.

The use of new information technologies in teaching makes it possible to form special skills in children with different cognitive abilities, makes lessons more visual and dynamic, more effective in terms of learning and development of students, facilitates the work of the teacher in the classroom and contributes to the formation core competencies students.

The use of a computer in teaching mathematics, in my opinion, is especially promising. And this is not only the visualization of the material presented, but also the development of visual thinking. Forming consistently "living contemplation" of educational mathematical information, we not only use the natural properties of the student's visual apparatus, but also form the ability to transform visual thinking into productive thinking.

MS PowerPoint, MS Excel, Live Mathematics and the use of interactive whiteboard capabilities (SMART Notebook 10 software) have become a great help in my teaching activities for presenting new material, repetition lessons, generalization and knowledge control.

For example, when studying the topic "Graphs of functions" in algebra, you do not need to draw a coordinate system anew for each task. This saves time. The pace of the lesson is good. It becomes possible to graphically solve a large number of equations and inequalities, including those with a parameter, changing the drawing along the way, making it more visual for a particular purpose. When students build a graph of a function on paper, significant spatial restrictions arise, because, as a rule, the graph is depicted only in the vicinity of the origin of the coordinate system and students must mentally continue to the region of the nearest infinity. Since not all students have the necessary spatial imagination, as a result, superficial knowledge is formed on such an important mathematical topic as graphs.

For development spatial imagination and the correct formation of concepts related to this topic, the computer becomes a good helper.

Programs that plot graphs on the display screen allow you to view the drawing for arbitrary values of the function argument, scaling it in various ways, both decreasing and increasing the unit of measurement. Students can see the simplest transformations of function graphs in dynamics.

In addition, on an ordinary blackboard, the graphics are fuzzy, cumbersome, even with the use of colored chalk it is difficult to achieve the desired clarity and clarity. An interactive whiteboard avoids these inconveniences. The whole process of graph transformation is clearly visible, its movement relative to the coordinate axes, and not just the initial and final results.

Can quickly check homework, for example, showing a scanned solution to students on an interactive whiteboard. If you have questions about previously solved problems, you can quickly return to them, therefore, there is no need to restore the condition or solution. The latter is the most significant, since saved solutions can always be easily restored both during the lesson and after the lessons, in particular, during additional lessons and consultations for those students who missed or did not master the topic quite well.

Checking the assimilation of the material can be quickly carried out by frontal or individual testing, followed by analysis, reflecting the results in electronic journal on the teacher's computer. This form of work allows you to have up-to-date information about the state of the process of mastering knowledge on a given topic by each student. The interest of students in the subject being studied is growing. The motivation of cognitive activity of students increases due to the multimedia capabilities of the computer.

Color and multimedia design is an important means of organizing perception information material. Students imperceptibly learn to note this or that feature of the information message, which (outwardly involuntarily) reaches their consciousness. Magnets and buttons, illustrations on cardboard, chalk on a blackboard are replaced by an image on a screen.

As a result of learning with the help of information and computer technologies, we can talk about a change in priorities from the assimilation of ready-made academic knowledge by students during the lesson to the independent active cognitive activity of each student, taking into account his capabilities.

The use of ICT makes it possible to realize the ideas of individualization and differentiation of education. Modern study guides created on the basis of ICT have interactivity (the ability to interact with the student) and make it possible to implement the developing paradigm in education to a greater extent.

By organizing work with tests in the classroom and outside of school hours, in electronic form, the children form the main “information” competencies, and for many, they are the most relevant today and will be needed by the children in the future. At the same time, the level of learning of weak students rises, and strong students do not turn out to be neglected.

Modern Computer techologies It is desirable to use in extracurricular activities. For example, I conduct various quizzes on the subject using presentations, which include both the appropriate music and the necessary illustrations, quiz questions, tasks for teams. Such events are of interest to everyone: the participants, the fans, and the jury.

Monitoring among my students of different classes in order to identify their interest in using ICT in teaching showed the following: 87% consider it interesting, 5% consider it uninteresting and 8% found it difficult to answer.

But it is necessary to take into account the health-saving conditions for teaching students and rationally use computer technology in combination with traditional teaching methods.

It should be noted that the time for the teacher's preliminary training when using ICT at the first stage undoubtedly increases, however, the methodological base is gradually accumulating, which greatly facilitates this training in the future.

I am deeply convinced that a modern teacher should make full use of the opportunities that modern computer technology provides us in order to increase the effectiveness of pedagogical activity.

The process of informatization of modern society has necessitated the development of a new model of the education system based on the use of modern information and communication technologies.

Competence- possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

Under ICT competence of the subject teacher we will understand not only the use of various information tools, but also their effective application in pedagogical activity.

For the formation of basic ICT competence necessary:

the presence of ideas about the functioning of the PC and the didactic capabilities of ICT;
mastering the methodological foundations for the preparation of visual and didactic materials using Microsoft Office;
use of the Internet and digital educational resources in teaching activities;
formation of positive motivation to use ICT.

And according to the new regulation on certification, if a teacher does not own a computer, then he cannot be certified for the first or highest category.

To improve the level of ICT competence, the teacher can

participate in seminars at various levels on the use of ICT in educational practice;
participate in professional competitions, online forums and teachers' councils;
use in preparation for lessons, on electives, in project activities a wide range of digital technologies and tools: text editors, image processing programs, presentation preparation programs, spreadsheet processors;
ensure the use of the DER collection and Internet resources;
to form a bank of training tasks performed with the active use of ICT;
develop own projects on the use of ICT.

A computer is just a tool, the use of which should organically fit into the learning system, contribute to the achievement of the goals and objectives of the lesson. The computer does not replace the teacher or the textbook, but radically changes the nature of pedagogical activity. The main methodological problem of teaching is shifting from “how best to tell the material” to “how best to show”.

The inclusion of ICT in the course of the lesson makes the learning process interesting and entertaining, creates a cheerful, working mood in children, and facilitates overcoming difficulties in mastering educational material. A variety of aspects of the use of information and computer technologies support and enhance children's interest in the subject. The computer can and should be considered as a powerful tool for the mental development of the child. However, it is not a fact that the use of a computer in a lesson makes it possible to master, for example, mathematics “easily”. There are no easy paths to science. But it is necessary to use every opportunity to ensure that children study with interest, so that the majority of adolescents experience and realize the attractive side of the subject being studied.

For the development of spatial imagination and the correct formation of concepts related to this topic, the computer becomes a good helper.

You can quickly check homework, for example, by showing a scanned solution to students on an interactive whiteboard. If you have questions about previously solved problems, you can quickly return to them, therefore, there is no need to restore the condition or solution. The latter is the most significant, since saved solutions can always be easily restored both during the lesson and after the lessons, in particular, during additional lessons and consultations for those students who missed or did not master the topic quite well.

Checking the assimilation of the material can be quickly carried out by frontal or individual testing with subsequent analysis, reflecting the results in an electronic journal on the teacher's computer. This form of work allows you to have up-to-date information about the state of the process of mastering knowledge on a given topic by each student. The interest of students in the subject being studied is growing. The motivation of cognitive activity of students increases due to the multimedia capabilities of the computer.

Color and multimedia design is an important means of organizing the perception of information material. Students imperceptibly learn to note this or that feature of the information message, which (outwardly involuntarily) reaches their consciousness. Magnets and buttons, illustrations on cardboard, chalk on a blackboard are replaced by an image on a screen.

The use of ICT makes it possible to realize the ideas of individualization and differentiation of education. Modern teaching aids created on the basis of ICT have interactivity (the ability to interact with the student) and make it possible to implement the developmental paradigm in education to a greater extent.

It is desirable to use modern computer technologies in extracurricular activities. For example, I conduct various quizzes on the subject using presentations, which include both the appropriate music and the necessary illustrations, quiz questions, tasks for teams. Such events are of interest to everyone: the participants, the fans, and the jury.

But it is necessary to take into account the health-saving conditions for teaching students and rationally use computer technology in combination with traditional teaching methods.

I am deeply convinced that a modern teacher should make full use of the opportunities that modern computer technology provides us in order to increase the effectiveness of pedagogical activity.

"If soldiers don't practice day after day,

then on the front line they will fall into the power of fear and doubt.

If the generals don't train day by day,

then during the battle they will not be able to maneuver.

(Sun Tzu "The Art of Winning"

translated by Vinogrodsky)

Technology will never really replace the teacher, but it is increasingly pushing the old ways of teaching. A teacher is a general on the field, leading his army not just to comprehension of fragmentary knowledge, but to the discovery of the surrounding world and the development of one's own personality in this world.

Referring to the law of diffusion of innovation, Simon Sinek (TED talks How Great Leaders Inspire Action) gives some interesting numbers: "...the top 2.5% of the population are innovators. The next 13.5% of the population are their early adopters. majority, late majority and 16% mossy brake - people who are heavy on their feet. The only reason these people buy tone dial phones is because spinning dial phones are no longer sold."

Apparently, this law also applies to innovations in education. Each of us understands which group each one belongs to, but it is obvious that there is no way for the general to hesitate with "trainings" - the "telephone with a rotating disk" no longer provides the opportunities we need for maneuvering - the realization of our pedagogical tasks. The basic skills-literacy of the user of information technologies is clearly not enough anymore, the developed digital competence of the general is on the agenda.

There are a number of definitions of the concept of digital competence, here we will give a definition from the study of G.U. Soldatova, in which ICT competence is understood as "based on the continuous mastery of competencies (knowledge, skills, motivation, it is safe to choose and apply information and communication technologies in different spheres of life ( information environment, communications, consumption, technosphere), as well as its readiness for such activities." According to the authors of the study, digital competence is not only the sum of general user and professional knowledge and skills that are represented in various models of ICT - competence, information competence, but also installation on effective activity and personal attitude to it, based on a sense of responsibility.

There are the following types of digital competence :

The UNESCO Standards for Teacher Digital Competence (2011) cover all aspects of education, including the teacher's understanding of the role of information technology for the education and development of their students, knowledge of the main tools and development of a strategy for using them to solve didactic problems, implement curricula, evaluation of results, management of the educational process and monitoring, professional development.

In the structure of ICT competence, the professional standard of a Russian teacher distinguishes three blocks, including a list of skills according to activity: general user ICT competence; general pedagogical ICT competence; subject-pedagogical ICT competence

* * *

"There is no absolute benefit or harm in anything,

there is always a predominance of one of the parties.

(Sun Tzu "The Art of Winning")

With the obvious rapid spread of information technology, discussions around IT in education have not subsided to this day. And if we are not talking about whether the teacher needs to spend time and effort on mastering them and what is more in them - good or bad, then about to what extent, which, how and when to master and apply, and which modern teacher skills are needed - all this is actively discussed. There is no doubt that, as experience shows, daily training in the following skills is important for today's "general" on his battlefields:

Operational Skills - the teacher must confidently use technologies, be able to solve the problem that arose during the lesson related to their use; be able to quickly master, based on their experience, new services and applications on their own or in collaboration with colleagues (and students).

Search skills - you need to be able to use different search engines in order to consider different resources and presented points of view on the desired issue.

Critical Assessment - it is necessary to be able to and teach students to critically evaluate and select adequate, appropriate time and educational task, reliable and secure resources and information.

Creativity- knowledge of the purpose and the ability to see the feasibility of using certain tools to expand opportunities and creativity in solving specific didactic problems, implementing projects.

Communication skills - the ability to use appropriately solved pedagogical tasks available means of communication (e-mail, chats built into applications, instant messengers, etc.).

Security Skills - the teacher must master himself and teach the students safe behavior and use of Internet resources, social networks, protection personal information constantly working to develop students' digital citizenship skills.

Flexibility- technologies and services are constantly improving, and a digitally literate teacher should be able to adapt to new changes, be open to learning.

Knowledge of communication platforms - more and more widely in the educational process such means of communication as Skype or Google Hangouts are used, which open up great opportunities for students to communicate with experts around the world, video tours, online learning from remote teachers. Therefore, knowledge of such platforms is especially valuable for a teacher.

Tatyana Ryndina
Article "ICT - the competence of teachers in accordance with the requirements of the professional standard of the teacher"

Article "ICT - the competence of teachers in accordance with the requirements of the professional standard of the teacher"

The informatization strategy of the preschool education system is defined by the state concept as one of the priority areas in the development of modern society. Informatization promotes integration and amplification various directions educational process, increases its efficiency and quality. The problem of ICT development has acquired particular urgency with the introduction of the Federal State Educational Standard for Distance Education and the Professional Standard of a Teacher. Since modern requirements for staffing implementation educational program include the availability of basic competencies for teachers related to the development of ICT and the ability to use them in teaching practice. The competence of a teacher in the field of information and communication technologies is, on the one hand, a condition that determines the creation of this environment, and on the other hand, it is a significant factor that determines professional pedagogical competence.

The creation by the head of the kindergarten of conditions for the development of ICT competencies by teachers is one of the main tasks in the process of introducing federal state educational standard preschool education. And the main task modern educator- to master ICT - technologies as a space in which professional pedagogical activity, incorporate them into your own activities, applying as needed. The components of modern information and communication technologies should be used by a preschool teacher when interacting with pupils, colleagues, administration and parents. A variety of forms are used to improve the ICT-competence of teachers. The most effective, from our point of view, are working in pairs, mentoring, master classes, workshops, a week of pedagogical excellence.

In the "Professional standard of the teacher" ICT competence is considered in three components:

General user ICT competence;

General pedagogical ICT competence;

Subject-pedagogical competence.

The general user competence includes the simplest skills: photo and video shooting, working with text editors, as well as the skills of searching for information on the Internet and using electronic media and mail.

The general pedagogical component includes the skills necessary for the work of a teacher. Including planning and analysis of their activities, organizing the educational process, writing programs for the development of children, creating electronic didactic materials, preparing and conducting consultations for both colleagues and parents.

The requirements for the subject-pedagogical component are put forward depending on the tasks that the educator sets for himself in the process of educational activities, the ability to find information on a particular problem and use it qualitatively.

The use of information and communication technologies in the educational process of preschool educational institutions expands the possibilities of implementation in teaching practice new methodological developments, contributes to the targeted development of the information culture of children, allows you to increase the level of interaction between teachers and parents.

ICT - technologies are an innovative resource, which ensures the availability and variability of education for preschool children.

In the system of activities of preschool educational institutions, ICT can be used:

In the organization of the educational process with children;

Organizations methodical work with teachers;

In the process of interaction with parents.

Use of ICT:

Allows you to model various situations and environments, including those with which the child is in real life cannot meet;

Contributes to better assimilation of the material, since all channels of perception of the material are involved;

The acquired knowledge remains in memory for a longer period and is easily restored for practical application after a brief repetition;

Cognitive activity is activated.

1. Applications of ICT for interaction with children

Using the Internet:

Additional information, which for some reason is not in the printed edition;

A variety of illustrative material, both static and dynamic (animation, video materials);

Exchange of experience, dissemination of ideas and manuals.

Multimedia presentations allow presenting the material as an algorithmic system of structured images. In this case, various channels of perception are involved, which allows children to master information not only in factographic, but also in associative form. Presentations are used to indicate the topic or illustrations for the educator's explanations; accompaniment of small theatrical scenes, a holiday, a concert, parent meetings.

Video clips, diagrams and models allow children to show those phenomena, facts and events of the world around them that are difficult or impossible to observe in real life.

The use of developmental and educational programs helps to optimize the child's transition from visual-figurative to abstract thinking(through the ability to operate with symbols); increases the number of situations that the child can solve on their own, helps to overcome self-doubt, removes and prevents the fear of mistakes.

The use of ICT in organizing the educational process with children is aimed at transforming the subject-developing environment; creation of new means for the development of children; the use of new visibility that visualizes the problems to be solved. Wherein educational activities becomes dynamic and visual, as a result, cognitive interest increases, which, in turn, leads to an increase in activity, a decrease in fatigue, and the preservation of working capacity. GCD with the use of ICT encourages children to engage in search and learning activities, including searching on the Internet, on their own or together with their parents. Children not only see the results of their activities, but also realize the actions that led to these results, as well as the significance of information, without which the result cannot be achieved. At the same time, the child begins to understand the importance of information and communication resources as a source of information. Thus, the prerequisites for information culture are formed.

2. When organizing methodological work with teaching staff ICT enable disseminate and implement advanced pedagogical experience, get acquainted with the professional experience of not only Russian, but also foreign teachers, participate in all-Russian and international Internet competitions, projects and conferences, improving their social and professional status.

Discussion of pedagogical topics with colleagues and consultations with specialists on forums in online pedagogical communities allow you to effectively and quickly expand your own professional horizons. An effective form of self-education is participation in webinars, where you can communicate with many leading experts in the field preschool pedagogy and psychology, authors of programs and technologies, to receive modern materials for use in their work. In addition, participation in the online webinar provides an opportunity to ask the experts relevant questions and get an answer in real time. Network communication technologies give teachers the opportunity to communicate professionally in a wide audience of Internet users.

The use of ICT helps the teacher in the selection of illustrative material for the GCD, the design of stands, albums, groups, classrooms, and allows you to diversify the space-developing environment. Creation didactic games, familiarity with the scenarios of holidays and other events, with periodicals, the preparation of group documentation using ICT make the work of the teacher more efficient. Using a computer to prepare group documentation simplifies the activities of the teacher, saves time and effort.

3. The use of ICT in the process of interaction with parents allows:

Provide a dialogue of communication partners regardless of location through email, forum; expand information flows; show photos and videos; conduct online consultations of specialists for parents of frequently ill children. An effective form of organizing interaction with parents is a group site on the site of the preschool educational institution, which allows you to get up-to-date information about the life of the group, find out the details of the past day, and receive recommendations from teachers. Such forms as online communication with parents through the site, presentation of the organization of work in a group, presentation of children's achievements, creation of electronic pages for parents on the Internet not only enrich, but also transform interaction with parents.

Contemporary preschool education can no longer do without ICT technology. Information and communication technologies increase the level of professionalism of the teacher, create additional opportunities for his self-realization, improve the quality of the educational process, make its development much more interesting and diverse.

Literature

1. Management of innovative processes in preschool educational institutions. - M., Sphere, 2008

2. Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5

3. Ksenzova G. Yu. Promising school technologies: educational - Toolkit. - M.: Pedagogical Society of Russia, 2000

4. Kalinina T. V. Management of preschool educational institutions. "New information technologies in preschool childhood". M, Sphere, 2008

5. Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11

6. Novoselova S. L. The computer world of a preschooler. M. : New school, 1997

The concept of ICT competence in modern pedagogy

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