Журналы — Школьные технологии — Выпуск №3/2019

Аннотация. В статье представлена авторская трактовка интеграции информационно-коммуникационных технологий (ИКТ) в современную школу и трансформации дидактики в условиях развития этого процесса. Объективная ситуация требует формирования специфической информационно-коммуникационной среды, которой будет свойственна новая дидактика. Среди её черт — использование ИКТ как источника информации, конструктивного инструмента для манипуляции данными и анализа, а также как средства коммуникации. Авторы подробно рассматривают ряд возможностей, появляющихся в педагогическом процессе в результате интенсивного создания среды реализации ИКТ, не оставляя без внимания и проблемные вопросы интеграции ИКТ в школу и дидактическую систему.

Ключевые слова: дидактика, трансформация, педагог, школа, информационные технологии, цифровизация.

THE USE OF INFORMATION TECHNOLOGY IN THE ACTIVITIES OF THE TEACHER AS A DIRECTION OF TRANSFORMATION OF DIDACTICS OF SECONDARY SCHOOL

Olga N. Machekhina, leading expert of the Department of implementation of interactive educational technologies of management of development of digital, interactive and remote technologies of education of the State Autonomous educational institution of additional professional education «the Moscow center of development of personnel potential of education», candidate of pedagogical Sciences, helga_mon@mail.ru

Natalia A. Machekhina, expert of the Department of mentoring support of management personnel of the Department for training and professional growth of management personnel of the State Autonomous educational institution of additional professional education «Moscow center for development of personnel potential of education», post-graduate student of the Russian University of friendship of peoples, 79163112380@yandex.ru

Annotation. The article presents the author’s interpretation of the integration of information and communication technologies (ICT) in the modern school and the transformation of didactics in the development of this process. The objective situation requires the formation of a specific information and communication environment, which will be characterized by a new didactics. Among its features is the use of ICT as a source of information, a constructive tool for data manipulation and analysis, and as a means of communication. The authors consider in detail a number of opportunities arising in the pedagogical process as a result of intensive creation of the ICT implementation environment, without ignoring the problematic issues of ICT integration into the school and the didactic system.

Keywords: didactics, transformation, teacher, school, information technologies, digitalization.