INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PRACTICAL ACTIVITIES OF THE TEACHER

Abstract

The article presents statistical data on the number of students currently studying in distance, family and mixed forms of education. The level of staffing and pedagogical workload of teachers in war conditions has been analyzed.
In such conditions, it is important to introduce information and communication technologies not only in the process of school education, but also in the process of preparing teachers to teach educational material, presenting reports on their work in the process of their professional development and updating information on academic subjects. After all, without thorough knowledge and skills to use ICT quickly and efficiently, it is currently impossible to prepare for lessons in full and maintain a high level of attention and interest of students.
When preparing for a lesson using information and communication technologies and digital resources, it is important for teachers to remember that they should create a lesson plan based on the goal and objectives. When selecting educational material, it is necessary to adhere to the basic didactic principles, in particular: systematicity and consistency, accessibility and differentiated approach.
At the same time, the computer is only a complement to the teacher’s work, not his or her main tool for conducting a lesson. Thanks to information and digital resources, individualization of learning takes place, taking into account the intellectual capabilities of each individual student, control, summarizing and assessing the level of the material learned, which is fast, objective and timely.
The author presents the structure and components of information and communication competence of education workers, aspects of activities that can be performed faster and better thanks to the use of ICT. The advantages and disadvantages of their application in the field of education are also outlined.