On the other hand, the school contingent is still very different.
Familiar with communication technologies not by hearsay, I can assure you: in these same technologies there are a lot of interesting things, including educational topics to study, which may be present in school education. But is it necessary?
If you study this communication (ie communication) in detail, it will be boring, if short, 10-15 pages of the textbook, it will remain an unknown object.
You mean, like, saltines and their ilk, eh? Well, well, let’s think. What do we have in common there? Cell phone. And radio stations, and television. What? Normal, but there is also cable. And radios on other radio channels, arranged in a special way, are still working. And there is an amateur radio connection with its many and interesting moments. And ordinary phones are also still available. And on them even simple modems https://123helpme.me/write-my-lab-report/ work with their redundant protocols. And according to the „last mile“ plan, so many things have already been loaded on these ordinary telephone lines. And in the sleeping areas of megacities you will not surprise anyone with optics.
Let’s take a look at our simple office. Nobody remembers Arcnet and TokenRing. Gigabit, Fiber and „wireless“ of various colors dominate everywhere. And if anyone has a computer, you will be told without hesitation about USB, IrDA, Bluetooth, WireFire. But, excuse me, it’s also communication technology.
There is no need to mention satellite communications. Here you have dozens of channels, satellite Internet, and „fishing“: where else can you get expensive books and watch movies that have just started showing in world cinemas? Well, what else do we have left there? And the Internet: web, blogosphere, mail, forums, news, Chat!
If for each mention from all this list to take away on a lesson, the school year even in a profile class will be filled to your heart’s content. But thick books have been written about almost every term mentioned, and the school curriculum is not rubber, you have to dodge the mention in passing. And who needs it at all and why?
Well, God be with her, with the name. After all, we can refer to the fact that communications bring a new, very important and very interesting component to the educational process. The use of network technologies, both local and global, can significantly improve the learning process and its effectiveness, and over time, radically change. That’s just not to make it worse.
Here ICT has finally come to school. We need to start using them somehow. Everyone says that it is great and helps both the teacher and the students.
And what and how?
On the big screen, the teacher shows visual material. And what, before maps, posters and visual aids were not common? Students learn to type quickly. And what, everyone will go to the printing house or the production of stationery is reduced?
Students learn to program, that is, to force a computer to do a job at their own discretion. And what did we program in the school curriculum? Does the solution have a quadratic equation for these coefficients?
They make computer presentations on various topics. I saw such presentations on the topic of „History of Russia“ where in one of them Ivan the Terrible appeared on the screen from nowhere, straight to his chambers. Well, what is this, because the use of animation is encouraged.
They study graphic editors, comprehend computer graphics. Have you seen these pictures? I saw. In most cases, this can be called „cripples-kids“ from kindergarten. Even better, a pencil and a brush.
Children learn to use the Internet and e-mail. Do you know what 11th grade adults want to see online? When there was little time left after completing the task, he released these chicks into free flight. At best – horoscope, weather, news about the Factory and House 2. At worst: „What, the lesson is over, you can go?“ In e-mails when reading Chat or E-mail, you will not see questions about absolute and relative addressing in Excel. Unfortunately, most often the correspondence is reduced to the phrase: „Masha, are you a fool?“ and „Himself.“
Someone will say: what do you want? These are children! And he will be right. What to do with these information and communication technologies to make full use of their capabilities? I work as a computer science teacher in a very ordinary school, so this is my own view on this issue, just my opinion, not a call or instruction.
I want to „start from the beginning“. Information technology was invented to improve human life, not the other way around. And how can they be used to improve the lives of teachers and students at school? You need to understand what a computer can do, and then try to adapt it to the needs of the school.
Computer technology is now being implemented in all spheres of society. You will not hide from them at home, at work or on a walk. The Internet, television, mobile communications, computerized appliances are just a small arsenal that does not affect professional activities. What should the student’s educational process be aimed at? This seemingly trivial question is not so easy to answer.
Let’s look at new trends in computer education. Object programming on NET technology, Flash-technologies, creation of interactive sites, logic, combinatorics, communications, continuous war of Windows and Linux. Where can a poor teacher go? How can we load a weakened child’s brain? Do we need this excess and diversity of the school?
Again and again there are a lot of questions. On the one hand, he who does not go forward, he goes back, because in nature there is no immobility. On the other hand, the school contingent is still very different. And if the lessons about PhotoShop, PowerPoint, swimming on the Internet, the basics of VB, MAIL and Chat-communication are a resounding success, then the topics, it would seem, from the same field, many are not on the shoulder or not in the mind – as you wish. Not everyone is easily given, for example, the following topics studied in school: measuring the amount of information, graphics, the basics of logic and its application for the same VB, the basics of communication for the same Internet and chat.
I’m not even talking about trying to get into the secrets of computer hardware, binary arithmetic, the basics of combinatorics, or a more in-depth study of object technology. Yes, I agree that there will be 2-5 students in the class who are interested in these things and may even understand them. The bulk of the class on such topics begins to be distracted or openly yawn, which indicates a lack of understanding and interest in this issue.
Here I come back to the fact that we are dealing with school, and therefore with children. On the periphery, many families of students still live quite modestly and not everyone has computers. But most of those who have them perceive it as a toy. Only after entering the university do Excel, Pascal, Compass start to appear on computers. On the computer of the schoolboy, this miracle of the XX century, various „watchmen“, „players“ of ICQ, and also a heap of various „walkers-shooters-riders-planes“ spin. This proves once again that when we deal with children, the process of their learning should always include a cognitive and entertaining component.
Those who use computers professionally are well aware that our logic circuits are very distant relatives of real electronics. Our spreadsheets are games based on real accounting and analysis. Our drawings and graphic works are a kindergarten of CAD and professional graphics. Our programs are children’s blocks from which we build toy houses, they are very far from real houses. In our databases, information is easier to select manually than to apply sorting or SQL queries to it. Our WEB-pages and presentations often do not advertise or present (represent) something, but rather the opposite. This vague list could be extended, but once again it is worth mentioning that we teach children.
It is only later, when they enter adulthood, that they suddenly realize that many school games are the basis or basis of certain areas of knowledge. By expanding and strengthening these principles, you can get a favorite business for life and ensure well-being for yourself or loved ones. But this can only happen if these „school games“ are really useful.
Let’s continue. So, school is a conveyor belt for laying knowledge and skills in children’s heads. Song of Law: „Meet, learn and part again …“. When planning to study a new topic or analyzing the results of the acquired knowledge, you think about how to do it so that the foundations are laid in their heads and, if necessary, students could use them.
Someone will ask: why only the basics? I hope no one needs to explain that all school subjects, except the alphabet, have their continuation, and the school gives only the basics. Recently, the book „Fundamentals of Arithmetic“ turned up (of course, not for school), and I needed three paragraphs.
This is especially true on the example of computer science. This field of knowledge is constantly evolving, rapidly penetrating school education. And you should not hesitate to start using it all effectively, but how? In my opinion, there is no need to panic. In any case, as someone said, there is noise, confusion, punishment of the innocent and rewarding the innocent.
We have successfully overcome the first stage: we no longer need to prove to anyone that ICT is a necessary thing. Now we are rapidly overcoming the second, although the elements of the third and fourth are already present. Prove? Please! A teacher with a salary of one and a half to two thousand demonstrates teaching materials on equipment worth tens or even hundreds of thousands. This is about the fourth. And educators are being tried for what they are not guilty of – stealing software.
But back to our „sheep“. This is not about students. Although the school is a conveyor belt, the conveyor belt is not production, but creative. In this regard, I would like to have a gradation of textbooks, for example, this one is mandatory for state exams, this one for „advanced“ and the one that is generally cognitive-optional. You can’t pass state exams with any textbook, that’s why everyone teaches differently.
This is usually due to different qualifications of teachers, different qualifications of students, differences in the period of study, the presence or absence of equipment and teaching materials, and so on and so forth. But this process cannot be too creative, because no one has abolished the basic requirements of the curriculum. Therefore, with different approaches, the arsenal of teaching aids using ICT can, although quite conditionally, be divided into three components: training and demonstration materials (a very large and diverse set); exercise machines; test programs.
Let’s dwell on these points in more detail. It would seem that there are a lot of educational materials. Probably everyone knows about textbooks.