The productive use of new educational technologies and techniques

The productive use of new educational technologies and techniques qualitatively changes the nature and goals of training, the relationship between participants in the process. Innovative techniques contribute to the activation of reflection and self-development. The use of new educational technologies helps to increase the intensity of the learning process. It is accompanied by increasingly complex activities of children. Through them, students acquire discipline, improve individual qualities. Such training is very productive.

The use of new educational technologies: the rationale for choosing

Within the framework of the national curriculum the teacher is presented as a person who creatively thinks. He must have modern methods of education, methods of psychological and pedagogical diagnostics, means of independent modeling of the process in the conditions of practical activity. Equally important is the ability to predict results. The productive use of new educational technologies on the one hand shows the level of preparedness for the professional activity of the teacher. On the other hand, the results show how the individual characteristics of children, their priorities and interests are taken into account.

Specificity

The main principle on which the productive use of new educational technologies is based is the systematic use. To reveal the potential of each child, the teacher shifts the emphasis to active forms of the process. In them, in particular, is cooperation, the interaction of the teacher and children. The productive use of new educational technologies in the educator and teacher involves the formation of certain stages:

1. Acquaintance.
2. Application in practice.
3. Addition by own elements.
4. Creating their own technologies and methods.

interactive board

The productive use of new educational technologies in primary and high school has a close connection with the level of the school's equipment. The use of modern means of presenting information is impossible in the absence of appropriate equipment. For example, the electronic board allows you to introduce interactive learning elements not only directly in the classroom, but also at conferences, as part of extra-curricular activities. With the help of this tool, the teacher and the children themselves can demonstrate various student products. Information that appears on the surface of the board can be broadcast on screens installed in offices. Data transmission can be carried out online.

Creation of research competence

The productive use of new educational technologies makes it possible to form one of the key abilities of the child. It is expressed in the presence of interconnected skills, knowledge, skills, which are required for effective activity in the field of training (independent of oneself), self-development. Technologies aimed at developing research competence are used in practical and laboratory work on exact sciences (astronomy, physics), preparation for regional, all-Russian scientific and practical conferences.

Assessment of the quality of pedagogical process and achievements of children

The level of knowledge, skills and abilities of students shows the final certification. The productive use of new educational technologies is aimed at developing criteria for self-evaluation of the child's creative, cognitive work. Creating a portfolio is one of the modern methods of assessing and recording achievements of children. This, in turn, allows to increase the level of preparedness for the final examinations in subjects, to improve skills and knowledge, to focus on the most priority areas of individual development. This embodies a qualitatively new culture of learning.

Transformations in pedagogical practice

The productive use of new educational technologies is expressed in the teacher's rethinking and changing by the teacher of his approaches to the pedagogical process. Currently, there is a qualitative update of the content of training. This, in turn, changes the role and tasks of the teacher. Today, the main goal of the educational institution is to teach children to form throughout their entire later life.

Universal Skills and Abilities

The productive use of new educational technologies presupposes the formation of children:

1. Ability to analyze the information received and identify difficulties.
2. Skills to find resources and opportunities for solving problems.
3. Skills in developing strategies for achieving goals, planning specific actions.
4. The ability to conduct discussions, negotiations, that is, the ability to listen to the interlocutor, to argue convincingly and make a collective decision.
5. Ability to partner communication and group work.

Individually-oriented models

They contribute to the purposeful development of children. Their implementation is accompanied by the formation in each child of the ability to manage the individual process of learning, the transformation of the student's independent activity into self-development. The productive use of new educational technologies in the school is expressed in the transition from external (from the teacher's side) control and evaluation to the individual's internal self-analysis of the child. This, in turn, changes the motivation of children. They begin to form a need for knowledge, stimulates interest in studying the material on disciplines. The productive use of new educational technologies in the school also presupposes giving children a certain freedom in choosing the time frame in which certain planned results are to be received and submitted. Students have increased responsibility for their actions, organizing an individual training plan.

Portfolio

This is one of the most productive educational technologies. It helps to improve the child in the learning process. In addition, the teacher himself is developing, increasing his professionalism. The dissemination of knowledge and the inclusion of children in independent work begins with the developed portfolio modules. Educational equipment is selected in such a way as to reduce the dependence of children on the teacher. They should try to master the topics independently, be included in research activities. The learned methodology of independent management of the education process, as a tool in which the portfolio acts, has a long and positive impact on the child. To realize the tasks set, the teacher should be ready to use the technical resources that the school has.

Activities of students

Development of the portfolio structure can be carried out in group sessions. This allows children to be included in the process of self-evaluation and self-management in the course of studying the disciplines, planning their achievements. Every child experiencing difficulties has the opportunity to receive explanations or advice not only from the teacher, but also from classmates. The work on self-assessment of own achievements should be organized in a strict time interval. This interval is given to children for solving problems, analyzing their actions and results. The evaluation is carried out according to jointly worked out criteria. Children are given freedom in choosing various projects for participation in olympiads, conferences, individualizing their training programs.

Portfolio tasks

Formats of technology allow:

1. To develop skills of independent activity of children.
2. Strengthen the practical focus and instrumental orientation of the educational process. An optimal combination of practical and fundamental knowledge is achieved. The process of education, therefore, is aimed not only at mastering the material, but also improving thinking abilities, developing activity skills.
3. Strengthen individualization and differentiation of education.
4. To expand the use of communicative and interactive forms of activity, to bring material on the subject under study to everyday problems.
5. Develop students' reflection skills.
6. Organize work with strong talented children.

Teacher opportunities

The implementation of the portfolio model allows the teacher:

1. Correctly put emphasis on improving critical thinking and learning ability, increase the motivation of children, expand the scope of the pedagogical process.
2. Form the students the ability to set goals, model, organize individual work.
3. Develop the ability of children to independently monitor the process and assess their own level of knowledge, determine the dynamics of mastering the material on the subject.

Advantages for the child

New educational technologies in general allow the student:

1. Form skills to independently learn throughout life, improve in the chosen professional activity.
2. Increase your own motivation and responsibility for the results of work, develop a conscious attitude towards education.
3. To learn not only a certain amount of information, but also to develop creative and cognitive abilities.
4. Assert in the correctness of the chosen area of training.
5. Become competitive in the modern labor market.
6. To choose the directions of vocational training and specialization corresponding to their skills.
7. Adapt in constantly changing conditions.
8. Develop key personal qualities.

Analytical information

The productive use of new educational technologies is one of the key tasks of the modern teacher. Implementing these or other approaches, techniques, the teacher should provide:

1. Inbound control, diagnostics of the level of training.
2. Planning of the educational process in accordance with the zone of proximal development.
3. Formation of conditions for research within the framework of the system of lessons.
4. Individualization and differentiation of knowledge.

Control of the activity of the teacher himself is carried out by the methodologist or the director of the Shelter. Based on the results of the assessment, an analytical report is compiled . The productive use of new educational technologies can be presented additionally in the diagram. Important role in achieving the goals is the teacher's self-analysis, his own assessment of the effectiveness of the work. Based on performance indicators, the teacher carries out long-term planning. Using educational technologies, the educator should proceed from the assumption that each student should work for each method throughout the entire educational period. In this case it is necessary to consider:

1. Age features of children.
2. Continuity of technologies and techniques.
3. Features of groups in parallel classes.
4. Increasing the degree of children's autonomy.

The teacher must constantly engage in self-education. For each teacher should take individually-oriented educational technology. This is the only way to achieve the goal of methodological improvement.