The term “ICT competence” has appeared in the pedagogical vocabulary relatively recently. In the teacher's professional standard, ICT competence is one of the requirements, new and mandatory for everyone. Let's try to understand the meaning of the term "ICT competence" by referring to methodological publications and open Internet sources.

For example, L.N. Gorbunova, A.M. Semibratov consider the information and communication competence of a teacher as a set of knowledge, skills and abilities formed in the process of teaching information technology, as well as the readiness and ability of a teacher to independently and responsibly use these technologies in their professional activities. The authors point out that the possession of ICT competence or confident possession of all the components of ICT literacy skills is necessary for a teacher to solve emerging issues in professional and other activities.

In turn, Gendina N.I. ICT competence is understood as the totality of the information worldview and the system of knowledge and skills that provide purposeful independent activity to optimally meet individual information needs using both traditional and new information technologies. From the point of view of this scientist, ICT competence is the most important factor in successful professional and non-professional activities, as well as the social security of an individual in the information society.

The relationship between ICT competence and ICT literacy has been established by many authors. So, M.B. Lebedev and O.N. Shilova define ICT competence as the ability of an individual to solve educational, everyday, professional tasks using information and communication technologies, which, in fact, is the ICT literacy of a teacher.

In relation to the professional activity of a teacher, the concept of "ICT competence" requires concretization and clarification. Interestingly, A.A. Elizarov understands ICT competence as a set of knowledge, skills and experience. It is the presence of such experience that, according to the author, is decisive in relation to the performance of professional functions. At the same time, there is an opinion of a number of scientists (Panina T.S., Dochkin S.A., Kletsov Yu.V.) that information and communication competence in the professional activities of a modern teacher is:

- the ability of a teacher to solve professional problems using modern tools and methods of informatics and information and communication technologies (ICT);

– personal quality, a characteristic that reflects the level of training actually achieved in the field of using ICT tools in professional activities;

- a special type of organization of subject-specific knowledge that allows you to correctly assess the situation and make effective decisions in professional pedagogical activity using ICT.

Special requirements for the content of the teacher's ICT competence are imposed on teachers and teachers of computer science. In the works of E.K. Henner, information competence is understood as a set of knowledge, skills and abilities formed in the process of learning and self-learning in computer science and information technology (IT), as well as the ability to perform pedagogical activities with the help of IT. In accordance with this, information competence consists of three components: to know, to be able to use, to be able to apply in the organization of educational activities.

A generalization of the considered and other concepts in the field of informatization of education is presented in the explanatory dictionary of terms of the conceptual apparatus of informatization of education by I.V. Robert . There, the ICT competence of a teacher is defined as the possession of ICT competence. The ICT competence of a teacher includes scientific and pedagogical areas that are inextricably linked to each other both in content and in activity aspects:

– teaching a subject using ICT tools; implementation of information activities and information interaction between participants in the educational process in terms of using the potential of a distributed information resource of local and global computer networks;

– expert review psychological and pedagogical, content and methodological significance of electronic publications for educational purposes, electronic means of educational purposes and educational and methodological complexes, in which they are included;

– prevention of possible negative consequences of the use of ICT tools in educational process.

It should be noted that such an interpretation of ICT competence is consistent with the concept of the Teacher's Professional Standard, where ICT competence is understood as the qualified use of common in this professional field in developed countries ICT tools in solving professional problems where needed, when needed. In the text normative document It is said that the professional pedagogical ICT competence of a teacher includes:

– “General user ICT competence.

– General pedagogical ICT competence.

- Subject-pedagogical ICT competence (reflecting professional ICT competence in the relevant field of human activity) ".

Thus, the study of some scientific ideas about the content of the concept of "ICT competence" allows us to conclude that this characteristic of a teacher's professional activity can be considered from different points of view and on different grounds that complement each other. At the same time, the relevance of the formation and development of the teacher's ICT competence is still high. In this regard, it is necessary to further clarify the content of the concept under consideration, clarify the relationship between competence and competence, study the features of the general user, general pedagogical and subject-pedagogical ICT competence of teachers and determine ways to implement the tasks set by the state.

Further work of researchers in this direction may be the subject of study, disclosed in the following articles.

List of sources:

1. Basic ICT competence as the basis of teacher's Internet education: Abstracts of the report by A.A. Elizarova at the RELARN-2004 conference June 2004 – RELARN Association. – Access mode: http://www.relarn.ru/conf/conf2004/section3/3_11.html

2. Gendina N. I. Information literacy and information culture of personality: international and Russian approaches to problem solving. Open Education. 2007. No. 5(64). pp. 58-69.

3. Gorbunova L.N., Semibratov A.M. Professional development of teachers in the field of information and communication technologies as a developing system / Pedagogical informatics. - 2004. - No. 3. - p. 3.

4. Lebedeva M.B., Shilova O.N. What is the ICT competence of students Pedagogical University and how to form it? // Informatics and education. - 2004. - N 3. - p.95-100

5. Panina T.S., Dochkin S.A., Kletsov Yu.V. Levels of information and communication competence teaching staff// [Electronic resource] http://www.belpc.ru/krirpo/index.php]

6. Professional standard "Teacher" (pedagogical activity in preschool, primary general, basic general, secondary general education (educator, teacher)). Approved by order of the Ministry of Labor and Social Protection Russian Federation dated October 18, 2013 N 544n

7. Robert I.V. Theory and methodology of informatization of education (psychological-pedagogical and technological aspects). IIO RAO. M., 2007, 18. p.s.

8. Robert I.V., Polyakov V.A. Main directions scientific research in the field of informatization vocational education. - M .: "Education and Informatics", 2004.

9. Khenner E. K. Structuring and formalization of requirements for computer literacy and ICT competence of subjects of the system of continuous education // Informatization of education and science. - 2009. No. 2. pp. 71–85.

10. Khenner E. K., Shestakov A. P. Information and communication competence of the teacher: structure, requirements and measurement system. Informatika i obrazovanie. 2004. No. 12. pp. 5 - 9.

Information and communication competence of the teacher

within the modern lesson

(Thinking about...)

R.O. Kaloshina

Deputy Director for IT

Today everyone knows what informatization is.

· There are many programs, electronic textbooks, websites, publications written and developed for teachers and teachers.

· A huge number of various IT courses offer their services to teachers.

· The school is supplied with new equipment (computers, projectors, interactive whiteboards).

But, unfortunately, we have to admit that work not everyone trained in IT can use this equipment.

Often teachers are addicted to presentations, this comes down to the obligatory accompanying a lesson or an extracurricular activity with pictures-slides, often even unformatted, low quality, overloaded with animation or sound effects. They could well have been replaced and replaced earlier by tables and other visual aids.

The work of supporters of "chalk" technology, who do not use a computer at all, is much more effective than such "innovations".

The situation is no better with the use of media resources. Because for a specific lesson, the teacher needs a specific (only for this class and lesson) development.

The teacher needs the ability to "change", "correct", "correct" an existing product, or even create your own, author's. And it is then that the use of information and communication technologies opens up unlimited possibilities.

BUT only for those who really own ICT!!!

There is an opinion that

· Informatics teachers and IC staff should help subject teachers in preparing for lessons;

· Informatics and IC classrooms should be open until 17.00 so that subject teachers have access to computers.

This indicates that many subject teachers have already understood the benefits of ICT, felt the need to translate their ideas into concrete study guides and development, as well as their helplessness, lack of competence, lack of knowledge and skills in the field of ICT.

But, dear colleagues, as long as we put someone else's debt at the forefront, things will not get off the ground. Nobody owes us anything!

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.

Until the subject teacher realizes the need to independently study the basics of computer literacy necessary for him, and does not begin to study and apply them, he will not learn to master this tool at the proper level.

Each teacher cannot be assigned a specialist who will embody his ideas.

Therefore, there is only one way out - to learn for yourself!

IN It is important to distinguish between ICT literacy and ICT competence of a teacher.

ICT literacy - knowledge about what a personal computer is, software products, what their functions and capabilities are, this is the ability to “press the right buttons”, knowledge about the existence of computer networks (including the Internet).

ICT competence - Not only use of various information tools(ICT literacy), but also their effective application in pedagogical activity.

An approximate list of the content of the ICT competence of a teacher:

(as competence develops from basic to advanced level).

· Know the list of the main existing electronic (digital) manuals on the subject (on disks and on the Internet): electronic textbooks, atlases, collections of digital educational resources on the Internet, etc.

· Be able to find, evaluate, select and demonstrate information from the DER (for example, use the materials of electronic textbooks and other manuals on disks and on the Internet) in accordance with the assigned learning objectives.

· Install the program used on a demo computer, use projection equipment, and master the methods of creating your own electronic didactic material.

· Be able to transform and present information in an effective form for solving educational problems, compose your own educational material from available sources, summarizing, comparing, contrasting, transforming various data.

· Be able to choose and use software (text and spreadsheet editors, programs for creating booklets, websites, presentation programs (Power Point, Flash)) for the optimal presentation of various kinds of materials necessary for educational process:

o lesson materials,

o thematic planning,

o monitoring in their subject,

o various reports on the subject,

o analysis of the learning process, etc.

· Be able to apply NITI methods (New Information Technologies and the Internet) - these are methods for conducting lessons united by one topic using ICT. They contain links to electronic materials and websites that are useful in conducting lessons on a given topic.

· Effectively apply the tools for organizing the student's educational activities (testing programs, electronic workbooks, systems for organizing the student's educational activities, etc.).

· Be able to create a digital portfolio of your own and a student's portfolio.

· Be able to correctly choose the form of information transfer to students, parents, colleagues, school administration:

o school network,

o Email,

o site (site section),

o forum,

o W iki-Wednesday (Wiki ( Wiki) - hypertext Wednesday for collective editing, accumulation and structuring of written information),

o blog (network journal or diary of events),

o RSS feed (designed to describe news feeds, newsletters);

o podcast (newsletter with audio or video content).

· Organize the work of students in the framework of network communication projects (olympiads, competitions, quizzes ...), remotely support the educational process (if necessary).

In order for the teacher to be able to do all of the above, an organization is needed. methodical, organizational, technical and motivational support.

On the portal "Network of Creative Teachers", created for educators who are interested in improving the quality of education through the use of information and communication technologies (ICT), was held survey:

“What do you think will be the main means of education in our country by 2020?”

Poll results

As you can see, opinions are divided...

It seems to me that ICT components can be used in the lessons of any subjects.

The whole thing is in expediency, availability of appropriate quality programs, conditions of use.

As practice shows, teachers do not actively use ICT in the classroom, and this is due to a number of objective reasons:

· Not all teachers are psychologically prepared to use ICT in the educational process.

· Insufficient number of electronic means capable of adequately addressing pedagogical tasks teachers when studying a particular topic.
We can probably agree with the Dean of the Faculty of Pedagogical Education of Moscow State University N. Rozov, who noted: “We are all well aware of how far e-learning products are from ideal. We have to go a long way of understanding, searching and accumulating pedagogical experience before the computer component of the educational process becomes an equal partner of the textbook.”

· Lack of clear guidelines on the use of electronic learning tools available on the domestic market.

· Low level of software proficiency for creating your own electronic learning tools (presentations, electronic textbooks, simulators, etc.).

· teacher's time limit to create their own electronic didactic material, as well as to study, develop and implement new computer teaching methods.
(In this regard, it may be possible to reconsider the question of the teacher's workload? The requirements for teaching are growing, but the "load" remains the same. Do you need a creative ICT-literate teacher? So it is necessary to give the teacher time for creativity.)

In the materials of the international conference held in November 2009. in Moscow and devoted to the problems of introducing IT into education, it was noted that “a lesson using a computer will be more effective for the teacher who

· Maintains human priorities in learning.

· He has a kind, trusting attitude towards the machine and its pedagogical capabilities.

· Able to carefully and at the same time boldly handle a personal computer.

· Intellectually developed, erudite, able to evaluate the pedagogical capabilities of computer programs.

· Methodically flexible"

How do they see teachers in the Year of the Teacher at the Ministry of Education and Science of the Russian Federation?

On January 16, 2010, a meeting of the Public Council under the Ministry of Education and Science of the Russian Federation was held. The topic of the session is “How to teach teachers?”.

It was noted that: it is necessary to pay attention, first of all, to information technologies, distance learning.

The Minister of Education and Science of the Russian Federation A.A. Fursenko summed up the meeting of the Public Council: “In order to do something, you need to know what a good teacher is. We have already introduced and coordinated with the trade unions the requirements for certification of teachers. A teacher must meet certain qualification requirements.”

According to the Minister, it is mandatory for a teacher should be given the opportunity to improve their skills.

Thus, without professional growth in the development of information and communication technologies and the desire to use them in the educational process - you can not do it!

REPORT ON THE TOPIC:

"INFORMATION EDUCATIONAL SPACE AND ICT COMPETENCE OF TEACHERS"

(Solovey E.A.)

ICT competence. Russian education on present stage its development requires the teacher to make significant changes in educational and extracurricular activities. ICT-competence of a teacher is:

One of the main indicators of professionalism;

Key competencies for the solution modern tasks education;

New opportunities for improving the educational process, for obtaining new knowledge of both the student and the teacher. The ICT competence of a modern teacher is the knowledge of new information technologies and the ability to use them.

Information and Communication Technologies (ICT)

Using a computer to search, transfer, store, structure and process information. The concept of "information processing" also includes the creation of new information based on

(using) an existing one.

Subject teacher -uses ICT as an auxiliary tool in his teaching activities, but his competence in the field of ICT does not allow him (yet) to be a mentor (tutor) for other teachers in this field.

Tutor - owns IR technologies not only to a greater extent than a subject teacher, but also uses them more flexibly and versatile.

Only a competent teacher in the field of information and communication technology - will be able to organize the learning environment in a new way, combine new information and pedagogical technologies in order to conduct exciting classes, encourage educational cooperation and cooperation of schoolchildren. Such a teacher will be able to develop new ways to use ICT to enrich the learning environment, develop ICT - students' literacy, knowledge acquisition and ability to produce new knowledge. Two concepts should be distinguished:

ICT literacy and ICT competence.

ICT literacy - is knowledge about personal computer, about software products, about their functions and capabilities; this is the ability to "press the right buttons" and know about the existence of computer networks (including the Internet).

ICT competence is not only the use of various information tools (ICT literacy), but also their effective application in pedagogical activity.

In the field of information and communication technologies, the teacher should have the following competencies:

1. The presence of general ideas about the possibilities of using ICT in teaching practice.

2. The presence of ideas about the purpose and functioning of a PC, devices: input-output information, local computer networks and the possibilities of their use in the educational process.

3. Possession of techniques for organizing personal information space and the graphical interface of the operating system.

4. Possession of methods for preparing methodological materials and working documents in accordance with the subject area by means of office technologies. Proficiency in basic services and methods of working on the Internet for their use in educational activities:

* techniques for navigating and searching for educational information on the Internet, obtaining and storing it for subsequent use in the pedagogical process;

* methods of working with e-mail;

* methods of working with the means of network communication (forums and chats).

The use of multimedia technology in the modern lesson expands the possibilities of the teacher's creativity and his participation in the process of updating education, forms the competencies of various levels of both the teacher and the student.
Mass adoption of the Internet in school education observed in Russia in the past few years. The Internet is turning into the same familiar medium as the press, radio or television, thanks to priority national projects, almost all teachers and students in Russia have gained access to it.
In my opinion, this is a convenient tool that, when used wisely, can bring an element of novelty to a school lesson, increase students' interest in acquiring knowledge, and make it easier for a teacher and a student to prepare for classes. The use of the Internet in the educational process is becoming an everyday reality.
Russian education at the present stage of its development requires the teacher to make significant changes in educational and extracurricular activities. ICT-competence of a teacher is one of the main indicators of professionalism.

The key competence for solving modern problems of education is new opportunities for improving the educational process, for obtaining new knowledge for both the student and the teacher. The ICT competence of a modern teacher is the knowledge of new information technologies and the ability to use them.
Requirements for a teacher
The level of a modern teacher should not lag behind the level of a modern student. To do this, the teacher needs:

Ability to use a computer and other digital media;

Ability to use the Internet, software;

Apply modern educational technologies in practice.

A teacher who owns a computer keeps up with the times, and a modern teacher should be able to speak with a student in a language he understands. ICT is the knowledge of information technologies and the ability to use them. It is one of the key competencies of a modern person.
Competence approach
The competence-based approach is one of those approaches that are opposed to the translation of ready-made knowledge, one of those in which an attempt is made to introduce personal meaning into the educational process. The competence-based approach is an approach that focuses on the result of education, and the result is not the sum of the acquired information, but the ability of a person to act in various problem situations.
What is "competence"
Competence in translation from Latin means a range of issues in which a person is well aware, has knowledge and experience. A competent person in a certain area has the appropriate knowledge and abilities that allow him to reasonably judge this area and act effectively in it. Competence includes a set of interrelated personal qualities (knowledge, abilities, skills, methods of activity) that are set in relation to a certain range of objects and processes and are 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.
ICT - competence
ICT competence is the ability of a teacher to solve educational, everyday, professional tasks using information and communication technologies.
ICT - teacher competence
In order for a teacher to become competent in the field of ICT, he needs: transformation (transformation) of pedagogical activity; revision of traditional teaching attitudes, search and selection pedagogical technologies, adequate ICT, systematic self-education; exchange of pedagogical experience; creation and accumulation of developments for lessons using ICT; ensuring the continuity of the process of advanced training in the field of ICT, including with the involvement of remote educational technologies and network services; formation of a new type of thinking (self-organizing, social, type of thinking).
Advantages of ICT technologies
Work experience has shown that the use of modern ICT technologies in the classroom:

activates the cognitive activity of students;

increases students' motivation for the subject being studied;

saves time explaining the material;

allows you to go beyond school textbooks,

supplement and deepen their content;

allows you to differentiate and individualize the work of students;

makes it possible to increase the accumulation of assessments;

creates comfort in the classroom.
cognitive activity
Activation cognitive activity students using ICT is achieved through:

high illustrative and information saturation in the lesson; differentiation of questions to the same task;

selection of interesting material;

higher pace of student work.
Increased motivation for the subject
An increase in students' motivation for the subject being studied is due to: the feasibility of tasks for each student; the possibility of discussing tasks and expressing one's own opinion; introduction of a dialogue form of work when performing a task; simultaneous auditory and visual perception of the material; attracting the personal experience of students when working on assignments.
Saving study time
Saving time on explaining the material is achieved by:

increasing the level of lesson structuring (from general to particular;

from cause to effect;

from simple to complex;

from the known to the unknown;

from interesting to even more interesting;

increasing the pace of work;

illustrative educational material(it is better to see once than ...);

activating the work of students in the classroom and increasing the level of their personal interest.
Grade cumulative
The increase in the accumulation of grades in the subject is due to: - the feasible work of all students in the lesson;

Students' use of ICT in homework;

Fulfillment by students of creative tasks;

Independent initiative of students in the preparation of reports, messages, illustrations, etc.
Comfort in the classroom
Comfort in the classroom increases due to:

Taking into account the age characteristics of students;

Creation of a creative atmosphere;

Creating situations of success;

Use in the lesson of collective mental activity (problem tasks, brainstorming, collective creative tasks, etc.)

Use in the lesson of establishing a connection between the studied material and personal experience students;

Attracting the emotional attitude of students to the content of the lesson;

Establish links between lessons and lessons in other subjects.
Psychological factor
A variety of illustrative material raises the learning process to a qualitatively new level, arouses the interest of children. cannot be discounted and psychological factor: it is much more interesting for a modern child to perceive information in this form, and not only with the help of a textbook, diagrams and tables.
Knowledge Diagnostics
Information and communication technologies expand the possibilities of diagnosing the level of assimilation of subject information when conducting:

Control and summarizing lessons,

Frontal polls,

lesson polls,

Programmed polls.

Information processes affect all components educational system:

the content of education and upbringing,

activities of teaching and support personnel,

solution of financial and economic issues,

determine the system of landmarks and points of growth of the educational system as a whole.

This is due to the fact that the educational process, which is a pedagogically organized interaction of its participants, is also an information process associated with the production, storage, exchange and consumption of various information.

Due to this circumstance, it is necessary to organize a single information space educational institution, that is, the environment in which it will flow.

Unified information space of an educational institution- a system in which all participants in the educational process are involved and at the information level are interconnected.

Purposes of creation

single information space:

organizing the delivery of information received from external sources within the educational institution;

integration of internal processes (educational, organizational) and information technologies.

UIIP (single educational and information space) of an educational institution

- is a system that:

includes material and technical, information and human resources;

provides automation of managerial and pedagogical processes, coordinated processing and use of information, full-fledged information exchange;

implies the existence of a regulatory and organizational base, technical and methodological support.

Information infrastructure , which combines variousinformation resources of the structural divisions of the institution and ensuring their uniform use includes:

software general purpose(text and graphics editors, spreadsheets, etc.);

software for automating the activities of various services (for registering students and parents, for personnel records, for scheduling, for analyzing progress, for library automation, etc.);

software and methodological support for organizing the educational process (teaching and developing computer programs, electronic reference books, multimedia encyclopedias, etc.);

information resources of an educational institution (a single database, educational and methodological data banks, multimedia educational developments, a document repository, a website).

At the present stage of development for Russian education a priority has been established in the progressive development of society as such, along with its informatization. It is against this background that such a concept as the ICT competence of a teacher, as well as students, acquires special significance. Therefore, the issues of using IR technologies are being actively studied and implemented in the educational sphere.

concept

The life of a person of any age is closely intertwined with information technology. They are essential for both students and teachers. In the modern world, it is extremely difficult to realize oneself without basic computer skills, since this technique is now actively used in any field of activity.

The use of information technologies in the educational sphere has great prospects. The concept, as well as the features of the development of ICT competence, were described in their works by many specialists.

IN general view Today, ICT competence is understood as the ability for the practical application of communication information technologies that provide access to this or that information or its search, processing, organization of the dissemination process. Its level should be sufficient for life and work in the modern information society.

Basic structure

The structure of the modern concept of ICT competence includes several different components, due to which it is one of the main indicators of the competence of a teacher according to the Federal State Educational Standard.

The main aspects of the concept of ICT competence are:

• sufficient functional literacy in ICT as a sphere of life;
• reasonable introduction of ICT both in the processes of solving professional problems and in the framework of educational work;
• ICT as the basis of a new educational paradigm, which is aimed at the active development of students.

Goals of the teacher

By increasing the ICT competence of the teacher, the following will be gradually implemented:

• New educational goals.
• Ability to use information and communication technologies at a high level.
• New forms within the organization of the educational process.
• Content within the framework of modern educational activities.

Concepts of literacy and competence

It is important to distinguish between concepts such as ICT literacy and ICT competence of a teacher.

Thus, ICT literacy is understood only as knowledge of the basics of working with software products and computers as such, their basic functionality, general concept about working on the Internet.

At the same time, within the framework of ICT competence, knowledge alone is not enough. It involves the actual use of certain information tools, their introduction into the educational process. At the present stage of development, they can be used in the course of solving cognitive and communicative issues, while conducting experiments.

Peculiarities

One of the main elements of the qualification of a modern teacher is ICT competence. Every year the level of teaching in any discipline is increasing. Due to the introduction of ICT, the educational process itself becomes individual, more effective. Thanks to the ability of the teacher to use information and communication technologies, it is possible to really increase the degree of interest of students along with the assimilation of information.

Teachers are constantly improving in accordance with the needs of the information society. To increase professionalism, several successive stages are required.

If at the first stage the teacher masters the basic information and communication skills, then at the second stage the teacher’s ICT competence is formed. This ensures continuous improvement of the current educational process against the background of pedagogical networking.

In modern educational schools when organizing the educational process, societies are certainly taken into account. There is a process of informatization along with the active development and improvement of the ICT competence of teachers themselves.

The need to improve the competence of the teaching staff

Professional improvement is now impossible without taking into account modern information technologies, since the ICT competence of a teacher is its most important component. Modern world characterizes dynamic development, the presence of extensive information flows. It is especially important for teachers to pay attention to the improvement scientific work educating in other areas of society. Without this, it is impossible to change the ICT competence of students for the better.

It is important to pay attention to the fact that the process of forming ICT competence involves the active use of existing information tools along with their effective implementation in the educational process.

real structure

A detailed examination of the structure of ICT competence of a modern teacher highlights the presence of the following components in it:

• understanding of the need to introduce ICT in the educational sphere;
• introduction of ICT capabilities in the educational process;
• management and organization of the learning process using ICT;
• continuous professional improvement in this area.

Components of a teacher's competence

To assess the levels of ICT competence of a teacher, it is necessary to consider the presence of the following components in it:

1. Knowledge of basic electronic manuals, based on the specifics of the subject, including electronic atlases and textbooks, educational resources located on the Internet.
2. The ability to install the necessary program on a computer used in the course of the educational process, the ability to practically use and create didactic electronic materials, the active use of projection technology in work.
3. The ability to use and select the appropriate software to provide students with materials in the most convenient and understandable way for them.
4. Active use of tools in the course of organizing the educational process, including software testing, electronic workbooks, etc.
5. The ability to determine the optimal form for conveying the necessary information to students, as well as parents, teaching staff and even the administration of an educational institution - this can be e-mail, a website and its sections, forums, blogs, school network opportunities, social media, mailing lists and more.
6. The ability to find, process, evaluate and competently demonstrate information collected in educational digital resources, based on the tasks set, within the framework of the educational process.
7. The ability to competently transform incoming information for a solution learning objectives during the preparation of educational material.
8. The ability to practically use the possibilities of information technology, including the means of the Internet, for the preparation and conduct of lessons.
9. Building a digital portfolio.
10. Organization of the work of students in communication network projects such as quizzes, providing for remote conduct and control, evaluation of results.

This list of the main components of the ICT competence of a modern teacher will be gradually supplemented over time as the information community develops and improves as new achievements of scientific and technological progress appear.

The importance of the competence of participants in the educational process

At the present stage of development of society, both the ICT competencies of students and teachers are of particular importance. The fact is that now information technology has become one of the main components of the life of a modern person. Possession of them becomes a necessity, just like the ability to read, write and count. But, as the introduction of ICT into everyday life increases, a corresponding increase in information and communication enlightenment is also required for participants in the educational process.

Not so long ago, a new standard was introduced that is relevant for general and primary education. It requires the creation of one information and educational environment for each of the educational institutions. But for this, students must also understand the intricacies of the practical use of ICT in the course of solving both educational and professional problems.

Therefore, the main task of a modern teacher is to introduce students to IR technologies along with teaching the reasonable and correct use of opportunities. information systems on practice. This is necessary for the full formation of competence, awareness and understanding of this area. Now one computer literacy is not enough - something more is needed.

It is important to be able to create such conditions for the educational process, when from the very initial stages of learning about the world around them, children will get acquainted with high-tech processes and equipment. Therefore, among the priority areas for improving the educational process is precisely the work on its informatization.

Necessity

As noted above, ICT competence is understood as the ability to collect, evaluate, transfer, search, analyze information, model processes, objects through the full use of opportunities available funds within the framework of communication and information technologies.

In order for each lesson to arouse real interest on the part of students, it is important to choose the right techniques and methods for the learning process. They should be as diverse as possible, applied as needed.

Due to the high ICT competence of the teaching staff, the following opportunities have appeared:

1. Presentation of information during the educational process in a variety of ways - it can be audio, animation, text or video form.
2. The issuance of significant amounts of information for the same period of time in parts, which greatly facilitates the assimilation of the material.
3. Mobilizing the attention of students.
4. Reproduction and commenting on the flow of information.
5. Formation of cognitive interest along with an increase in motivation for learning.
6. Obtaining primary skills in working with a computer, acquaintance with the possibilities of the global Internet.
7. Activation of thinking, memory, perception and imagination during training.
8. Clarification and increase of the objectivity of the evaluation of the acquired knowledge.
9. Strengthening student motivation.

ICT competence is understood as the competent use of the capabilities of computer technology, which works both with a local network and with the Internet.

Features of competence

In the early stages, when information technologies were just beginning to be introduced into the life of modern society, ICT competence was nothing more than a component of human computer literacy. It was reduced to a certain set of technical skills and abilities within the so-called standard set.

Information technology is now ubiquitous in modern life. Therefore, they are actively used in various fields, including in an effective educational process. This is how the concept of ICT competence of a teacher, a student appeared.

It is important to understand that a teacher's ICT competence hides a complex concept - the ability to practically implement communication and information technologies in the educational process. This indicator can't stand still. In view of the constant development, they should also be regular.

The ICT competence of a teacher includes not only theoretical knowledge but also their actual application. A modern teacher must be confident in all basic computer programs, freely use the Internet, and at the same time use modern equipment such as a printer, scanner, and so on.

Within the framework of the activity level, the systematic use of functional literacy in the organization of the educational process is supposed, when it gives real positive results. As part of this level, two sublevels are distinguished - innovative and creative. Implementation involves the inclusion in the educational process of modern media resources, which are created taking into account the specifics of a particular subject. In turn, creative involves the independent development of electronic means. various types that can be used during the educational process.

Experts noticed that the active use of IR technologies in the modern educational process can significantly change the usual approach to learning. By creating an open environment for the educational sphere, the teacher has the opportunity to use a variety of resources and forms of education.