INTRODUCTION
The impetuous development of network information technologies, besides notable decrease of time and space barriers in information dissemination, opened new perspectives in the sphere of education. It is safe to state that in the modern world there is a tendency of merging educational and informational technologies and of forming on this basis new integrated technologies of education based, in particular, on the Internet technologies.
Internet is in every phone, tablet and computer. It is actively used for communication, work, and study. It is very important to use this resource to the maximum benefit. It is education – one of the most important spheres in our lives. Internet technologies in education allow learning at any distance. This has become a real boon for many people. First of all, it is saving time, comfort and convenience of such a system. For some groups of people this is a good chance to get an education, for the disabled who can not attend regular educational institutions. Distance learning allows you to constantly improve your skills, to graduate from the best educational institutions, even if there is no possibility to move.
Internet technologies are used to transfer information and provide teacher and student interaction in distance and open education systems. A modern teacher should not only have enough knowledge in the field of Internet and information technology, but also know how to apply it in their professional activities.
The most important task of education in the information age is teaching communication skills.
Experience shows that the implementation of lessons online is hindered by technical difficulties, including: low reliability and significant congestion of communication channels, leading to an unjustified waste of class time waiting for connection, network reactions, etc., the need to synchronize learning material on integrated subjects within several schools, as well as a number of factors (phone failure, unreliable communication, etc.) that can at the last moment disrupt plans. Consequently, the possibility and feasibility of building an online course rather than individual classes is useful for students, but is unlikely to allow most students to acquire the sustained ability and skills to work with telecommunications software. Thus, the art of searching for information on the World Wide Web must be learned, which is very difficult to organize directly in the global network, because processing queries and transmitting search results requires a significant amount of time.
Among the most important objective reasons for the low demand for educational resources on the Internet is the lack of necessary information from lecture courses, textbooks, manuals, tutorials. With access to communication services, the student is far from always able to find the necessary text material, especially since the catalogs of thematic Internet links are usually published only online and do not accompany the printed versions of textbooks. At the same time, subjective preferences in choosing a printed or electronic source to prepare for classes, computer skills, and the target orientation to “replace” a printed textbook with an electronic one may also play an important role in students’ actual practices.
The development of telecommunication technologies at the present stage necessitates the training of the younger generation to use them competently and consciously; the organization of training directly on the Internet requires the creation of a solid material base and is associated with a number of organizational and pedagogical problems; modeling and simulating in a local network the main services and modes of network operation will reduce training costs and avoid the above-mentioned difficulties; training in Internet technology is almost not ra
Consequently, the study of methodological aspects of the formation of skills in working with telecommunications technologies through modeling and simulating the working modes of the Internet in the local network at the present stage is an actual direction, directly related to the content of the school computer science course and having great practical importance.
The relevance is that the development of the field of network services has led to the emergence and proliferation of servers that aim to provide data on a specific topic. Today, Internet technologies allow students to expand their knowledge in any field of study.
Purpose of work: consideration and characterization of Internet technologies that are used in the educational process.
Object of the study: the main Internet technologies.
Subject of research: description of the use of the main types of Internet technologies in the educational process.
Objectives:
1. to carry out a theoretical analysis of scientific and methodological literature on the problem of researching Internet technologies that are used in the educational process;
2. to analyze the literature on the main types of Internet technologies in the educational process;
3. to study the history of the emergence and development of the World Wide Web and the World Wide Web;
4. get acquainted with the current trends of Internet technologies in the educational process;
5. to consider the main types of Internet technologies in the educational process;
Methods:
1. study and generalization of domestic and foreign practice;
2. analysis of theoretical, monographic and methodological literature;
3. consideration of normative documents and materials;
4. study of Internet sources.
CHAPTER 1. THEORETICAL BASIS OF INTERNET TECHNOLOGY
The Internet is a worldwide system of unified computer networks for storing and transmitting information. It consists of many thousands of corporate, scientific, government and home computer networks. Combining networks of different architecture and topology is made possible by the Internet protocol and the principle of routing packets of data.
The protocol itself was born in the discussions within the Internet Engineering Task Force organization. The organization’s committees publish documents that provide technical specifications and precise explanations of many issues.
By mid-2015, the number of Internet users had reached 3.3 billion. This was largely due to the widespread adoption of cellular networks with 3G and 4G Internet access and the development of social networks and cheaper Internet traffic costs.
In September 2017, the UN reported that less than half (48%) of the world’s population had access to the Internet. At the same time, the number of Internet users has increased by 1.5 billion since 2010.
Technology is from the Greek words techne (art, skill, science) and logos (concept, teaching, knowledge). We can assume that technology should be understood as scientific knowledge of skill, art, craftsmanship. In the explanatory dictionary, the concept of technology is a set of techniques used in any case, skill, art. In our case, considering the aspect of pedagogical activity, the concept of pedagogical technology is important:
– “an ordered system of actions, the implementation of which leads to the guaranteed achievement of pedagogical goals” (D.G.Levites);
– “a model of joint pedagogical activity for designing, organizing and conducting the educational process with unconditional provision of comfortable conditions for students and teacher” (V.M. Monakhov).
Technology (technological process) is characterized by the following three features:
1. Division of the process into interconnected stages;
2. Coordinated and step-by-step performance of actions, aimed at achieving the desired result (goal);
Single-valuedness of procedures and operations included in the technology, which is indispensable and crucial to achieving the results adequate to the goal.
In accordance with this, it distinguishes the following stages:
1. setting goals and their maximum clarification, formulation of learning objectives with a focus on the achievement of results;
2. preparation of learning materials and organization of the whole learning process in accordance with the learning objectives;
3. evaluation of current results, correction of training aimed at achieving the goals;
4. final assessment of the results.
Thus, the learning technology is a sequence (not necessarily strictly ordered) of procedures and operations that make up an integral didactic system, the implementation of which in pedagogical practice leads to the achievement of guaranteed goals of training and education. Generally speaking, the procedures that make it up cannot be interpreted as links of an algorithm describing in detail the way to achieve a particular required pedagogical result. Rather, these procedures should be regarded as supporting didactic means, providing in the aggregate the movement of the subject of learning to the goals set.
Based on the above analysis, let us disclose the didactic essence of the category “Internet technologies”.
Internet technologies is an automated environment for obtaining, processing, storing, transmitting and using knowledge in the form of information and their impact on the object, implemented in the Internet, which includes machine and human (social) elements. When applied to learning, the following can be distinguished:
– computer-based training programs (electronic textbooks, simulators, laboratory practicums, test systems);
– multimedia-based learning systems using personal computers, video equipment, and disk drives
– intellectual and training expert systems used in various subject areas;
– distributed databases in various fields of knowledge;
– telecommunication facilities including e-mail, teleconferences, local and regional communication networks, data exchange networks, etc;
– electronic libraries, distributed and centralized publishing systems.
The listed technologies can be divided into two large groups:
– with selective interactivity;
– with full interactivity. (Interactivity – the direct interaction of the user with information-computer system, may be in the nature of the query or dialogue with the computer).
To the first type belong all technologies that provide storage of information in a structured form – data banks, databases. These technologies operate in a selective interactive mode, and the information is provided as a service. The user is not allowed to enter new information. To the second type belong technologies, which provide direct access to large amounts of information stored in databases and databanks. This type of technology includes all forms of computer-mediated communication: e-mail, teleconferencing, synchronous and asynchronous communication, etc. Thus, Internet information resources are the totality of information technologies and databases available through these technologies and existing in the mode of constant updating. They include, for example:
– e-mail;
– Usenet telecommunications system;
– a system of file archives;
– WWW databases;
– databases (Gopher);
– databases (WAIS);
– information resources (LISTSERV);
– reference service;
– search engines, etc.
Internet resources for educational purposes are materialized in a computer network:
– information products of the work of specialists engaged in the problems of education;
– computer-based training programs that include electronic textbooks, simulators, laboratory practices, test systems;
– multimedia-based learning systems using personal computers, video equipment, and optical disk drives;
– distributed databases on various branches of knowledge. Also, the information resources of the Internet for educational purposes include:
– personal Web pages reflecting the author’s teaching experience;
– Websites and presentations reflecting different aspects of pedagogical activity.
Students as well as teachers are required to be computer literate, which implies:
– the ability to enter and edit information (text, graphic), use computer telecommunication technology, process the resulting quantitative data using spreadsheet programs, use databases, and print information on a printer;
– the possession of communicative skills in communicating with software products;
– the ability to independently integrate previously acquired knowledge from different academic subjects to solve cognitive problems contained in a telecommunications project;
– in the case of an international project, practical knowledge of the partner language;
– the ability to log on to a network (e-mail);
– the ability to compose and send a letter online;
– ability to “transfer” information from the network to a hard or floppy disk and vice versa, from a hard or floppy disk to the network;
– how to structure the letters you receive in a special directory;
– work in WINDOWS, using WORD editors of different modifications;
– enter electronic conferences, post their own information and read, “pump” the information available in various conferences.
On the basis of network technologies there was an entirely new type of educational materials: Internet-tutorial. The area of application of Internet textbooks is large: regular and distance learning, self-study. Equipped with a unified interface, such an Internet textbook can become not only a textbook for a single training course, but also a constantly developing learning and reference environment.
Internet-textbook has the same qualities as a computer textbook, plus the possibility of replication virtually without media – there is a version of the educational material on the Internet and student-user can access it in a familiar way through his browser. This brings significant advantages over an electronic textbook, namely:
– the path from the author of the textbook to the student is shortened;
– It is possible to promptly update the content of the textbook;
– It reduces the cost of production of the textbook;
– the problem of identity is solved, i.e. the material will look almost identical on almost all hardware platforms (of course there will be differences, but their influence on the work of the student with the textbook can be minimized);
– there is a possibility to include in the textbook any additional material, which is already available on the Internet.
The system of open education is designed to provide an equal opportunity to get education for all categories of citizens without exception. This opportunity is valuable for people who are physically unable to get to the place of study. This category includes, for example, people with mobility restrictions due to health conditions; people working on a rotational basis. According to sociological research by the Ministry of Education of the Russian Federation, open educational programs are popular among residents of settlements remote from administrative centers and among those who receive a second education in parallel. Flexible conditions for the formation of their own educational program attract civil servants, engineers, teachers, as well as people who want to improve their qualifications according to the plan most suitable for them. The freedom to choose the time, place and pace of study attracts a huge number of people whose educational needs cannot be met due to the impossibility of interrupting their main activity. It is mainly work or care for a child or a sick person.
CHAPTER 2. THE EMERGENCE AND DEVELOPMENT OF THE WORLD WIDE WEB AND THE GLOBAL INTERNET
Many scientists and specialists participated in the formation of the Internet. Networks, which carry out the transfer of communication, rapidly went upward development: from telegraph, telephone networks to integrated digital networks, which carry out the transfer of all kinds of data.
The emergence of the World Wide Web, a hypertext system, served the development of the Internet and turned it into a business environment. The idea of hypertext was proposed as early as 1945 by W. Bush. He proposed the development of the Memex information electromechanical system. But this idea was not realized.
The concept of “hypertext” was introduced by T. Nelson in 1965 to describe documents that were represented by a computer. These documents reflected a non-linear data structure. In August 1962 J. Licklider published a series of notes discussing the theory of the “Galactic Network.
Licklider believed that in the near future the development of a global network of interconnected computers would begin. Through this network, any user would be able to quickly access information and a variety of programs. This theory fully described the technology of the Internet.
Subsequently, L. Kleinrock published his first article on the theory of packet switching in 1961 and his first book in 1964. Roberts and T. Merrill then began to work on the organization of real inter-computer communication. In this regard, in 1965, scientists were able to link the TX-2 computer, which was located in Massachusetts, with the computer Q-32, which was located in California. Communication was realized by dial-up telephone line, with low speed. A small first ever non-local computer network was developed.
After conducting the experiment it became clear that the time-sharing computers functioned effectively together with each other, realizing the selection of the information on the remote computer and carrying out different programs. Scientists realized that the dial-up telephone system was neither convenient nor effective for creating a computer network.
As early as 1966, Roberts began working on a computer network. In 1967 he developed the ARPANET plan.
At the same time the theory of the packet network was discussed at a conference. Due to various studies and developments, Roberts decided to increase the speed of transmission through the channels of the created network. In 1968, D. Engilbard showed the functioning of the system, which consisted of a hypertext interface. Such a system was conducted using a telecommunications system. But Yengilbard could not describe this system in detail.
In August 1968, Roberts finalized the unified structure of the ARPANET network. DARPA organized an open competition to build a packet switch to this network. This competition was won by Bolt-Beranek-Newman, the research team was headed by F. Hart.
Rapid development of the global network began:
1 F. Hart worked on the message interface processor, B. Kahn developed the architecture of the ARPANET network;
2 Roberts and H. Frank developed and optimized the network topology, Kleinrock prepared the system by which network characteristics were measured;
3 D. Crocker documented e-mail protocols;
4 Р. Braden worked on the design and implementation of the TCP and NCP protocols.
Then the BBN organization, in September 1969, implemented the first Message Interface Processor at the University of California, and then connected the first computer to the processor. The second node was a project called Human Intelligence Augmentation, which was being developed at Stanford Institute.
The third ARPANET node was the University of California, Santa Barbara, and the fourth was the University of Utah. Applied visualization projects were being developed at these universities.
As a result, by the end of 1969 the four nodes were combined into the original ARPANET configuration. This was the beginning of the emergence of the Internet. Over the years, the number of computers that were connected to the ARPANET network grew rapidly. Work was underway to develop a functional protocol for computers to communicate with each other and to create new network software.
As early as December 1970, S. Crocker developed the first version of the protocol, which became known as Network Control Protocol or NCP. As a result, the NCP protocol was implemented on ARPANET nodes in 1971, after which users began creating applications. In 1972, the first application arose, which was called e-mail.
Then R. Tomlinson created the basic programs for forwarding and reading electronic messages. Further improvement of e-mail went through the development of networking of users.
By using the mail program, people could exchange messages. The biggest disadvantage of this addressing was that the sender had to know the exact path to the addressee’s computer. When the distributed global DNS appeared, domain names were used for the first time.
For e-mail allocated a special server that only administrators have access to, and the letters came to the mail server. From the mail server, users fetched emails, using network protocols. Then a system of redundant routes for the delivery of emails was developed.
At the same time, the domain name served as the email domain. In addition to the DNS name system, there were other systems such as Netmail or X.400, which were accessed through a mail gateway.
In 1972 the network united fifty research organizations and universities. Already in 1973 the network became international, uniting networks that were in Norway and England.
As early as 1975, the ZOG information system of the nuclear-powered aircraft carrier Carl Winston was created using hypertext. Many firms were working on developments in this direction, for example Apple created HyperCard, and Xerox created HyperNode. In 1987, the first scientific conference on hypertext technology was held, which was called “Hypertext’87”.
Ten years later, the Internet protocol expanded with components of communication protocols. These protocols supported local and wide area networks. With the introduction of the TCP/IP protocol, the network became known as the Internet.
At the beginning of 1989, hypertext was a modern, unexplored technology with a significant number of implementations. The technology was rapidly evolving, and formal models of the hypertext system were being developed. T. Berners-Lee hypothesized the use of the hypertext model in information resources that were online.
Т. Berners-Lee laid the foundation for hypertext technology by creating: HTML, HTTP, the universal method of addressing network information URL. The NCSA then added to these developments by creating the universal gateway interface CGI. HTML is considered the most successful solution to the problem of creating a hypertext system by specialized display manipulation tools.
In 1989, scientists faced the question of creating a hypertext system interface. Specialists needed to find ways to display hypertext data, as well as transfer this data in a hypertext network. Context links were identified as the simplest form of hypertext navigation.
A division of references into those that referred to the entire document and those that referred to parts of the document was suggested. An efficient way of developing any document by typing in a text editor was highlighted.
Also, T. Berners-Lee proposed the integration of CERN information resources into a common system. The very first such systems were VAX/VMS and NeXT. Hypertext links in HTML are placed in the body of the document and are part of it. Hypertext systems use certain formats for storing information to increase the efficiency of access.
Berners-Lee chose SGML to create the HTML base. He described the hypertext markup language in terms of SGML, performed all the markup that had a connection to fonts, paragraphs and styles. For the NeXT system, the implementation was done with a graphical interface. The main element of the language was the description of associated and embedded hypertext links, as well as searching for specific words.
After the creation of HTML 1.0 a lot of time had passed. The language rapidly evolved. Increased the number of markup components, improving the means of describing non-text information. Documents began to be designed as high-quality printed editions. Ways of interrelation with application software and development of standard styles are developed.
Today there is a widespread restructuring of communication networks on distributed networks using fiber optics. The most powerfully developing telecommunications network is the Internet.
In a short time, the Internet has become the worldwide network of information and telecommunications infrastructure. The modern language of hypertext markup is being improved towards the development of a standard language for creating interfaces for distributed and local systems.
Today, the management of telecommunications companies must be: agile and informed, capable of making important decisions that are based on a certain diagnostic analysis of market development and exercising access to public financing, which is based on reliable monetary forms of sales and costs.
Today, new transmission and packet switching networks are being developed, modern types and means of communication are being introduced, high-speed access lines are being created, and optical telecommunication technologies are being modernized. Computerization of telecommunications equipment and the Internet is carried out simultaneously with the privatization of national communications systems. Large communications firms are also constantly emerging, which has an impact on increasing competition.
CHAPTER 3. INTERNET TECHNOLOGIES IN THE EDUCATIONAL PROCESS
Education has specifics that are taken into account when considering its reform. The main legal act is the Law of the Russian Federation “On Education”, which regulates the specifics of education.
Upon graduation from an educational institution, a person receives a corresponding state document on his or her level of education. Any educational institution is obliged to have a state accreditation certificate.
This certificate states the state status of the institution, its level and the orientation of the educational programs it implements. The certificate also gives the right to perform educational activities and, upon its completion, to issue state-issued documents of a specific education or qualification.
State accreditation consists of an examination of the educational institution’s educational programs and the categories of teachers that are required to implement their professional activities.
Modern education realizes the development of five main personal potentials: communicative, physical, artistic, value and cognitive. It also implies the creation of a specific graduate model that reflects all the main qualities, knowledge, skills and abilities that are formed during the learning process.
All educational institutions develop and approve a program based on federal state regulations. The educational program is a normative management document, which regulates the specifics of the educational and educational system of the given institution, the list of educational services.
The purpose of this document is a motivated justification of technologies, forms of organization and methods, which are chosen for the implementation of education.
The process of modern informatization of education includes the following trends:
1 development of methodological training systems aimed at improving the intelligence and independence of the learner;
2 modernization of the management process of the educational system, through the use of automated pedagogical and scientific data banks, as well as communication networks;
3 modernization of methods of selection of forms of education and training of personality, taking into account modern conditions;
4 development and application of diagnostic computer methods for testing the knowledge and skills of students.
The definition and composition of the above-mentioned guidelines in modern programs varies both qualitatively and quantitatively. The teacher with the help of knowledge of individual and age-specific features of human development, as well as professional work methodology, implements the process of transition of trainees from period to period.
Modern Internet technologies in the educational process help to save time for students, which can be spent on the implementation of specific tasks.
There are the following areas of rational use of Internet technology in the educational process:
1. creation of hypertext tutorials according to the actual technical capabilities of the student;
2. creation of remote access laboratory workshops for specific specialties;
3. formation of a technological environment for the distance education system.
Today computer training is the main component of the educational process. For example, it is used in distance learning. Visual training material and interface effectively act on the learning process, but with the skillful development of multimedia elements in them. Today, the development of multimedia training courses is rapidly evolving. Specialized laboratories at universities and firms create a significant number of training discs on various subjects.
But some specialties have specific subjects, so the teacher has to create their own multimedia support for the course.
In the development of training courses must take into account the requirements for the reliability of information and completeness of material. To create a full-fledged product of the training course, the teacher must have: tools for course development, know the specifics of the subject and the psychology of perception of the information on the PC screen.
Still there are problems of methodological and psycho-pedagogical plan which are connected with unpreparedness of teachers for effective use of developing properties of information technologies.
All telecommunication technologies underwent their development with the close interconnection of the possibilities of communication channels. In recent years there have been significant changes in the use of global computer networks. No sphere of human activity is carried out without them. With the help of global networks, an environment of independent transmission of information between computers was formed.
At the present time there is a complete informatization of education. Various learning and reference systems based on hypertext technology are being created. The formation of modern education is not possible without a powerful system of communication and telecommunications.
Today there are the following directions of rational use of Internet-technology in the educational process: creation of hypertext tutorials in accordance with the real technical capabilities of the student, creation of remote access laboratory workshops for specific specialties and the formation of technological environment for distance education system.
1.1 Internet-resources in the study of academic disciplines
With the emergence of the computer, a qualitatively new stage in the development of information technology is defined. The main goal is to meet the personal needs of users for information in all areas. To perform the stages of the technological process, a variety of software environments are used.
Information is defined as data that is transmitted between people by written, oral signal or means of technology. By combining the two concepts of “technology” and “information” we get a definition of “information technology”.
Information technology is a set of processes that help collect, store and process information. The rapid development and proliferation of networked information technology has opened up new perspectives in the field of education. The main goal of information technology is considered to be the effective creation and application of information resources in accordance with human requirements.
Any information technology is based on and depends on information, organizational, software, methodological and technical support. The main properties of information technology are considered interaction with the external environment, integrity, expediency, development in time, structure components.
All modern information technologies require considerable expenses, scientific equipment and difficult training. The introduction of information technology in any field begins with the development of mathematical support and the creation of information flows in the training systems of professionals.
Toolkit of information technology is interconnected software products for a particular type of computer, the technology of action in which helps to achieve the end result. Any information technology consists of design automation system and CASE – technology.
The main problem of information technology is considered to be rapid obsolescence and change to new technology. It is related to the imperfection of the means of technology. The main reason for this problem is the low elaboration of methods of application of information technology.
To introduce modern information technology in an educational institution, you must first analyze all the possible risks of lagging behind competitors due to compulsory obsolescence. Because any information technology is replaced by newer versions.
The rapid growth of productivity of specialists in the development of new products and the quality of their creation, as well as reduced design time are the main problems of modern society. The solution to these problems is determined by the degree of acceleration of scientific and technical progress.
Modern development of information technology entails an increase in the complexity of information systems that are created in a variety of human activities.
Today, the requirements for learning systems involves solving a variety of problems in the choice of individual frameworks for learning. Complete solution of these problems is not possible without the implementation of interrelated organizational, methodological and program-theoretical requirements.
The most effective way is considered to be the formation of computer learning centers, which function on the basis of network technologies. These centers solve a set of issues that are associated with a regular increase in the number of people who want to get education regardless of their location.
There are the following principles of creating these training centers:
1 universality;
2 openness; 2;
3 the use of standard network solutions on the basis of an integrated and universal database.
The training system should be a means of independent study of academic disciplines by trainees of all forms of education and specialties. It is also necessary that the training system should be prepared for the development of courses and study of technical, humanitarian, natural-science and socio-economic disciplines.
The computer-based learning system should provide opportunities to apply the following modern distance learning methods and technologies:
1 virtual laboratories;
2 electronic textbooks;
3 certification and instructional testing;
4 reference books and dictionaries;
5 asynchronous and synchronous means of communication.
Modern computer-based learning system should be an open toolkit, which allows the teacher to develop their own distance learning courses, using the tools provided by the system.
The use of standard networking solutions based on an integrated and universal database allows the learning system to easily grow and scale.
Application of Internet resources in the process of teaching various academic disciplines today is considered one of the current issues of education. The main of effective solutions to this issue is considered to be the use of electronic editions of educational complexes and educational and methodological materials. They allow learners to obtain up-to-date data by means of photos, graphic images, audio and video.
Internet resources in teaching can be used:
1 in preparing trainees in specific academic disciplines for externship exams;
2 in preparation of students for admission to educational institutions of a particular profile;
3 for in-depth study of sections or topics of the curriculum or outside of it;
4 for elimination of gaps in skills, knowledge and abilities for specific subjects of the training program;
5 to study the basic course of the training program, for people who are not able to attend educational institutions;
6 for additional training in a variety of subjects.
The study of theoretical and methodological literature has shown that the use of Internet resources is not a guarantee of high quality education, but plays the role of a “tool”, which together with modern learning technologies should enhance, personalize and restructure the educational system in a new way.
Hypertext technologies have helped develop data repositories in information networks. Various categories of people have access to such repositories. The Internet contains a large number of different information resources that vary in subject matter, direction, composition, coverage, and accessibility. These information resources are portals, sites, and databases.
Hypertext is a text that is presented in the form of autonomous blocks connected with each other by associations. It is used to place links on Web pages that allow navigation to other pages or parts of a given page.
Thus, hypertext organizes the relationship between the various pages, combining them into a common system.
The standard for representing knowledge and data on the Web is the hypertext markup language HTML, which is recognized by a browser. When viewing Web resources in a browser, a user can navigate from one page to another that is on a different site.
Web pages on the Internet are interconnected with each other through hyperlinks. For the purpose of developing pages and hypertext documents use ordinary software and specialized programs. This way of presenting knowledge and data is called the World Wide Web.
Hypertext links in HTML are placed in the body of the document and are part of it. Hypertext systems use certain formats for storing information to increase the efficiency of access. Documents in the WWW service are ordinary files that are formed in a text editor.
Information material on the Internet includes the following elements: information articles, consisting of a concept or definition; title, consisting of the topic of the described object; text, which may include various examples and explanations.
The main requirements for the construction of such a structure are:
1 the logicality of highlighting the structural unit and comparing it with the content of the section;
2 the possibility for the learner of direct navigation from any structural unit to any other, logically related to it;
3 the possibility to pass from this unit to another course section.
Hypertext links in an electronic document can act as hyperlinks to the following elements: dictionary of concepts and terms, personalities, static images, multimedia elements, structural components of the text, Internet resources, a list of historical dates and events.
Today, a subject teacher who works with modern information technology needs the following skills and knowledge in organizing professional activities in a telecommunications environment:
1 peculiarities and purpose of telecommunications environment operation;
2 main network information resources and peculiarities of working with them
3 peculiarities of conducting and organizing telecommunication projects
4 methodological basis for the organization of students’ and teacher’s work in the network;
5 the main rules of user conduct in the network, as well as knowledge of telecommunication etiquette;
6 operation of electronic mail and network information services;
7 selection and processing of data that have been obtained over the network;
8 organizing data retrieval on the network;
9 organization and development of an online learning project and thematic teleconference.
Internet resources can be represented by databases, presentations, electronic educational complexes, educational films, training manuals, collections of teaching and learning materials, textbooks. These resources are in addition to traditional teaching methods.
Today, the most effective way to optimize learning is the use of electronic libraries of various profiles and directions represented on the Internet.
Digital libraries, which are available on the Internet, have the following disadvantages:
1 all books are scanned and processed not always qualitatively;
2 The electronic data may contain viruses;
3 the system of information search on the site is not always convenient.
When working with Internet resources, students form such basic skills of working with data as the ability to critically analyze it and use it effectively to solve practical and cognitive problems. Students also develop knowledge and skills of computer and information technology tools.
Digital libraries that are on the Internet have the following advantages:
1 the large amount of data and selection of available literature,
2 the convenience of its application and the cheapness of the data obtained;
3 minimizing the time spent searching for data.
Gradually students master the features of the structure of data flows, the skills of their selection, analysis, search, evaluation, processing and systematization of the use of methods and means of their protection.
1.2 Distance education
Subjects of professional cycle, are one of the important disciplines for training a specialist in a particular profession. Their level of teaching affects not only the general level of knowledge of a graduate, but also his/her professional skills and abilities. A significant part of the study of sections is given to laboratory and independent work of students.
It is necessary to take into account the specific features of the presented material and the behavior of practical exercises. Before starting to study any discipline, it is necessary to get acquainted with the normative documents regulating the minimum of knowledge and the number of hours allocated to mastering the content.
The document regulating the minimum knowledge that each graduate of a professional educational institution must have is the State Educational Standard. Therefore, the main document for selecting the content of training of future specialists is the State Educational Standards. This document is guiding, but does not fully determine the content of training specialists.
Teachers have to specify the proposed training program when drafting work programs. Consequently, the choice of specific methodologies and technologies for developing databases is left to the department teachers and, in my opinion, they should be determined by the environment that the graduate has to enter after his/her graduation. All theoretical and practical training material should be structured in accordance with the State Educational Standard.
In this regard, I would like to emphasize the need to use distance education as one of the opportunities to increase the efficiency of studying academic disciplines on an individual basis. Also, an important factor in the successful training of the trainee is the correct technology of organization and placement of theoretical and practical information on the Internet.
When choosing the technology of distance learning implementation, the following principles of technological approach are observed: integrity of technology, reproducibility, non-linearity of pedagogical structures, adaptation of educational process to the individual and potential redundancy of educational information.
The most relevant today is the modular approach, which is a new type of learning. Today the issues of the essence of modular learning, its structure and underlying principles, the interpretation of the concept of “module”, the technology of its construction, as well as the functions of modular learning in the implementation of interdisciplinary links are fully enough studied.
Under modular learning is understood such a type of learning in which the learner more independently or completely independently can work with the proposed individual curriculum, which contains a targeted program of action, bank of information and methodological guidance to achieve the didactic goals. At the same time, the teacher’s functions may vary from information-controlling to advisory and coordinating.
The modular principle is based on system-structural, activity-based, technological, person-centered approaches in learning, as well as on the following well-known theories and pedagogical ideas of managing the process of knowledge assimilation:
1 theory of stage-by-stage formation of mental actions;
2. Developmental learning theory;
3 theory of forming generalized abilities and skills in the process of students’ independent work
4. the ideas of programmed and cybernetic approaches in learning.
Modular learning technology allows you to transfer the study of this discipline to distance learning technology without much difficulty. Each module is divided into individual learning units, i.e. topics and contains the following elements: the name of the material, brief content, description and methodological recommendations for studying the module topics.
Studying the experience of teachers in the development of courses on distance learning and its components, you can identify a number of the following requirements for methodological and software and hardware support:
1 as a didactic tool (requirements of scientific, accessibility, problematic, illustrativeness, consistency and consistency of learning, activity and consciousness of students in the learning process, the strength of knowledge assimilation, the unity of educational, developmental and educational functions of learning);
2 as a means of modern information technology (individuality, interactivity, adaptive learning, consistency and structural and functional connections of teaching material).
These requirements should form the basis for distance education. The development of distance learning courses is a complex and time-consuming work, which should be carried out jointly by the author, an expert in the relevant subject area of knowledge, and a technical specialist, an expert in the field of information educational technology.
In order to implement a differentiated approach, level assignments are used, i.e. assignments divided into different levels depending on their complexity.
The complexity of the task is determined by a set of the following indicators: the volume of the task (the number of questions in the condition), the type of thinking activity required to perform it (reproduction of previously learned information, application of knowledge in typical or non-typical conditions, search for new ways to solve the training problem or information from additional sources).
Allocation of the main provisions makes the training material more compact, easy to remember, so it is necessary to structure the material so that its main, essential elements are in the center of attention. Structured material is easier to remember and reproduce; in addition to the text, there is also a visual, pictorial image, which makes the overall picture of the training information more distinct.
When designing courses on distance learning, it is also important to put the material into an accessible, understandable form, without long formulas and heavy definitions.
It is very important to specify the material, to illustrate it with examples, facts, not repetitive information. It is also necessary to supplement the content with material that could arouse students’ interest and influence their feelings.
In order to comprehend the training information, students should ask questions in such a way that it is necessary to establish cause-and-effect relations, look for examples from practice and life that would confirm the theoretical provisions put forward, and solve situational problems.
The distance course should also include tasks of a creative nature, in the solution of which it is required to show their, albeit initial abilities and knowledge to compose such algorithms.
The combination of a summary of the theoretical foundations of the topic and algorithms for solving typical problems represents the so-called information complex, which contains the following elements of the topic in question: a system of various tasks, exercises, or questions for class and home independent work of students.
Several different types of typical tasks should also be included. This provides a certain training, develops a knack for orientation and solution, and increases the quality of mastering the material. Non-typical tasks can be offered to students only after they master the typical ones. This contributes to a purposeful and intensive development of students’ thinking, formation of their creative abilities.
It is recommended to offer students additional information: notes, historical data, references missing in the textbook, conclusions and summaries. This is necessary to expand the students’ horizons, to specify the learning material, formalizing it in the form of brief conclusions. And to form their abilities and skills of control and self-control in the course of independent activity, to offer control questions.
The most important advantage of such training is the high variability of material in form, content and methodological purpose. This allows the teacher to exercise selectivity (in a wide range) in order to ensure individualization of training.
Also, distance learning should be accompanied by a more conscious choice of the type of lesson on the part of the teacher, and vice versa, the type of lesson will necessarily affect the content of the distance course. The teacher needs to show the possible ways of finding a solution, to teach how to make algorithms of problem solving independently.
The study of any discipline provides for the performance of final assignments on the passed section.
The final control is aimed at checking the specific results of learning, identifying the degree of mastering by students the system of abilities, skills and knowledge acquired during the study of the section on this discipline. It allows you to judge the overall achievements of students.
In preparation for it there is a more in-depth generalization and systematization of the learned material, which allows you to raise knowledge and skills to a new level.
Using this training eliminates the need to spend time on writing homework and class assignments. Distance technology provides an opportunity to conduct a certain preparation of the student in the classroom, and also allows students to more consciously, purposefully understand the theoretical material.
Various electronic information resources can contain a large number of illustrations, which contributes to a more complete perception of the information received, and as a consequence, a more solid assimilation of knowledge. Working with each task independently, the trainee has the opportunity to maximize their abilities to perform it, which also contributes to a better understanding of the material studied.
Laboratory and practical exercises, self-monitoring test, the form and timing of which is determined by the educational institution in the person of the teacher, allow the learner to consolidate and deepen theoretical knowledge, acquire the necessary skills.
The teacher should be aware of the technology of working with distance technologies, as well as its potential at each lesson. He should form such skills as the ability to hear and analyze the versions of students, the ability to develop a real dialogue.
The teacher in working with Internet technology helps to develop and actualize the learner’s version. If the teacher has all of the above arsenal and is able to get into the position of an equal interlocutor, he/she will be able to form a common communicative space in the classroom, which is urgent for all its participants.
As a result of the study of distance learning we can conclude that learners sufficiently form the necessary knowledge and skills, as well as the ability to work independently, because for the same number of allocated hours, the teacher has time to do with students a greater number of tasks, saving time on the implementation of drawings, which are given on the sites.
The methodology of distance technology is based on the constant reduction of the teacher’s assistance and the transition through the tasks of increasing difficulty from a reproductive to a productive type of thinking.
Unfortunately, at the present time the use of distance technologies has not yet received proper development due to the insufficient development of normative documentation in this area and the lack of public awareness.
1.3 Organization of Project Work on the Internet
Expansion of international contacts in all spheres of human activity, freer access to data, and rapid development of telecommunication technologies form new conditions for the educational sphere.
Work with information arrays, the ability to find the necessary data, analyze them and apply them for various cognitive purposes, is becoming the main type of independent cognitive work of students in modern educational institutions.
Specialized skills are needed to effectively apply the opportunities provided by telecommunication technologies. The educational process is a certain pedagogical system. Ways of implementing methods and forms of learning are different.
Their choice is made in accordance with the most effective and acceptable way to achieve educational goals. The main specific characteristic of a telecommunications project is considered to be its interdisciplinarity.
Having appeared in the early eighties, telecommunication networks were initially used in science and education only as a convenient and operative type of communication, since all networking then consisted of exchanging letters between students.
However, as international practice and numerous experiments have shown, unlike mere correspondence, specially organized and purposeful networking of students can yield higher pedagogical results.
The organization of joint projects based on the cooperation of students from different schools, cities and countries has proved to be the most effective. The main form of organizing students’ learning activities on the web was an educational telecommunication project.
By an educational telecommunication project we mean joint educational-cognitive, research, creative or game activities of students-partners organized on the basis of computer telecommunication, with a common problem, goal, coordinated methods and means of activity, aimed at achieving a joint result of the activity.
Solving the problem inherent in any project always requires involving integrated knowledge. But a telecommunication project, especially international one, requires, as a rule, a deeper integration of knowledge which assumes not only knowledge of the subject of the problem studied, but also knowledge of the peculiarities of the partner’s national culture and world outlook
The subject matter and content of telecommunication projects should be such that their accomplishment should naturally require the attributes of computer telecommunication.
In other words, not all projects, no matter how interesting and practically significant they might seem, can match the character of telecommunication projects. How can we determine which projects can be most effectively accomplished by involving telecommunications?
Telecommunication projects are justified pedagogically when they:
1 involves multiple, systematic, one-time or long-term observations of a particular natural, physical, social, or other phenomenon, requiring the collection of data in different regions to address the problem at hand;
2. a comparative study, investigation of a phenomenon, fact or event which took place or is taking place in different places to identify a certain trend or to make a decision and proposals;
3 joint creative development of some idea: practical or creative;
4 it is supposed to hold exciting adventurous joint computer games, contests.
Telecommunication projects of any kind, as well as the project method itself, can only be considered within the general concept of education and upbringing. Everything that has been said above about the project method applies to telecommunication projects as well.
The typology of projects given above applies equally to telecommunication projects. We are talking here about using telecommunication technologies to expand the scope of project methods, to organize cooperation of students not only of one class, school, but of different schools of one or more regions and even of different countries and cultures.
Telecommunication projects, especially interregional and international ones, make it possible to really create serious research laboratories for students or pupils, significantly expand the area of joint research, joint creative work, taking into account the cultural features of different peoples, using knowledge of a foreign language in its true function – the means of communication.
The organization of telecommunication projects requires special and quite thorough preparation, both of teachers and students. Such a project should be particularly structured in detail, organized in stages with intermediate and final results.
Thus, the success of a telecommunications project largely depends on the preparatory work done by both teachers and students, on the correct methodology chosen for organizing students’ activities and their psychological attitude.
General approaches to the organization of project activities should also be mentioned:
1 one should always start with the choice of a project topic, its type, and the number of participants;
2 the teacher should think over a choice of variants of problems which it is important to investigate within the limits of the planned theme
3 distribution of tasks in groups, discussion of possible research methods, search for information, creative solutions;
4 independent work of project participants on their individual or group research and creative tasks;
5 intermediate discussions of the obtained data in groups;
6 defence of the projects, oppositions;
7 collective discussion, expertise, results of external evaluation, conclusions.
CHAPTER 3. THE MAIN PROBLEMS OF THE INFORMATIONAL CULTURAL AND EDUCATIONAL ENVIRONMENT ON THE INTERNET AND THEIR SOLUTIONS
One of the important characteristics of modern society is the rapid development of information and communication technologies, their active introduction not only in scientific, educational and industrial activities, but also in spiritual and cultural spheres, in the daily life of man.
The main goals of informatization of society are the fullest satisfaction of its information needs in all spheres of activity. The source of economic potential in the modern world is knowledge, which is acquired through appropriate education and the ability to use it.
Education is a complex social institution, which has a relative independence of functioning, has the ability to have an active impact on the development of social, demographic, professional and spiritual life. Therefore, the interconnection and interdependence of education with society is of humanistic significance.
The Internet has unique opportunities for improving the quality of learning and preserving cultural heritage.
With the help of the Internet you can present your educational or cultural and cognitive information in the most convenient and visual form based on hypertext or hypermediatext, organize TV or video conferences, use chat or e-mail to communicate.
Technical and information capabilities of the global Internet are constantly being improved and developed. Users of this network have unlimited access to this global repository of information regardless of age, location and time of day.
This new phenomenon of the Internet has all the technical, software and communication capabilities for use in the self-development of personality and the organization of the educational process using the widest range of information resources, which more than one generation of educators dreamed of. However, with the emergence of such a phenomenon with all these possibilities, their use is spontaneous, chaotic and not systematic.
Achievements currently available in the field of informatization are due primarily to the highest level of hardware and software modern and communication technologies (multimedia, hypermedia technology, virtual reality, the Internet system).
Meanwhile, the use of modern computer and telecommunication technologies often does not have sufficient scientific and pedagogical justification, the creation of information resources occurs spontaneously, and there is insufficient study of the negative factors in the use of these technologies.
The limited presentation of popular science, scientific, cultural and educational information on the Internet leads to the fact that the young generation develops a stereotype of the Internet as an entertainment and commercial tool.
At the same time the Internet is a very powerful information weapon which can be used for cultivating spiritual and cultural values in the young generation and for obtaining scientific and educational information for their multifaceted development.
In order to solve these problems a scientifically substantiated approach and purposeful psychological and pedagogical work of scientists and teachers is needed. Involvement of leading scientists, famous cultural figures and artists in the creation of regional information resources becomes important.
The increasing role of information and knowledge realized by education directly begins to influence social processes. The notions of “education” and “culture” become united and complementary concepts. The rapid development of the Internet, mass connection of users to the Internet not only in production, educational institutions, but also in everyday life and insufficient use of the unique opportunities of the Internet for the upbringing and education of personality generate a contradiction.
The study of theoretical and methodological literature has shown that the use of Internet resources is not a guarantee of high quality education, but plays the role of a “tool”, which together with modern learning technologies should enhance, personalize and restructure the educational system in a new way.
Modern computer-based learning system should be an open toolkit, which allows the teacher to develop their own distance learning courses, applying the tools provided by the system.
Internet resources can be represented by databases, presentations, electronic educational complexes, educational films, teaching aids, collections of teaching and learning materials, and textbooks. These resources are a supplement to traditional teaching methods.
When working with Internet resources students form such basic skills of working with data, as the ability to critically analyze it and use it effectively to solve practical and cognitive problems. Students also develop knowledge and skills of computer and information technology tools.
The use of standard network solutions based on an integrated and versatile database allows you to easily increase and scale the system of learning.
The use of Internet resources in the process of teaching various academic disciplines today is considered one of the current issues of education. The main of effective solutions to this issue is considered the use of electronic editions of educational complexes and educational and methodological materials.
CONCLUSION
Nowadays, the influence of education on a person’s employment opportunities and standard of living has become stronger than before.
Today, the requirements for education have changed: an employee must constantly master new knowledge, must be able to use information resources productively.
One of the problems of modern education is the need to strike a balance between the understanding of the learning process itself and the methods of traditional learning. The key to solving this problem is Internet technology in education, which implies the integration of new computing devices, global distribution of web services and powerful software. This integration provides unlimited opportunities for learning anywhere at any time.
Internet technologies are constantly expanding the possibilities of learning, providing a practical experience of their implementation in the learning environment.
The system of modern learning is a certain infrastructure, including software, necessary equipment, availability of the Internet and people who should have knowledge and certain practical experience.
To date, there are the following areas of rational use of Internet technologies in the educational process: the creation of hypertext tutorials in accordance with the real technical capabilities of the student, the creation of remote access laboratory workshops for specific specialties and the formation of technological environment for distance education system.
Modern computer-based learning system should be an open toolkit, which allows the teacher to develop their own distance learning courses, applying the tools provided by the system. The use of standard network solutions based on an integrated and universal database allows you to easily increase and scale the learning system.
Today, the most effective means of optimizing training is considered the use of electronic libraries of various profiles and directions presented on the Internet.
When working with Internet resources, students form such basic skills of working with data as the ability to critically analyze it and use it effectively to solve practical and cognitive problems. Students also develop knowledge and skills of computer and information technology tools.
Gradually students master the peculiarities of the structure of data flows, the skills of their selection, analysis, search, evaluation, processing and systematization of the use of methods and means of their protection.
Development of distance learning courses is a complex and time-consuming work, which should be carried out jointly with the author, an expert in the relevant subject area of knowledge, and a technical specialist, an expert in the field of information educational technology. To implement a differentiated approach, level assignments are used, i.e. assignments divided into different levels depending on their complexity.
When selecting technology to implement distance learning, the following principles of technological approach are observed: the integrity of technology, reproducibility, non-linearity of pedagogical structures, adaptation of the educational process to the individual and the potential redundancy of educational information.
Distance learning should be accompanied by a more conscious choice of the type of lesson on the part of the teacher, and vice versa, the type of lesson will necessarily affect the content of the distance course. The teacher needs to show the possible ways of finding a solution, to teach how to make algorithms of problem solving independently.
The study of any discipline provides for the performance of final assignments on the passed section. The final control is aimed at checking the specific results of learning, identifying the degree of mastery of students of the system of abilities, skills and knowledge acquired during the study of the section on the discipline.
The teacher should be aware of the technology of working with distance technologies, as well as its potential at each lesson. He should form such skills, as hearing and analyzing versions of students, the ability to develop a real dialogue. The technique of work of distance technologies is based on a constant reduction of the teacher’s help and transition through tasks of increasing degree of difficulty from reproductive to productive type of thinking.
Thus, the following tasks were performed:
1 theoretically analyzed the scientific and methodological literature on the problem of research of Internet technologies that are used in the educational process;
2 analyzed the literature on the main types of Internet technologies in the learning process;
3 studied the history of the emergence and development of the World Wide Web and the global network of the Internet;
4 acquainted with the modern directions of Internet technologies in the educational process;
5 considered the main types of Internet technologies in the educational process;
6 an analysis of the problems of information cultural and educational environment on the Internet.
Internet technologies in education provide an opportunity to conduct the learning process in a more interesting way, to provide the right information at the right time, to participate in research projects, are used to connect students with each other and with teachers.
Internet technologies in education meet the realities of today. The introduction of Internet technology into the educational process is determined by the knowledge that has been obtained before and the results obtained today, which shape the learning process. Powerful software, its full integration with the Internet gives students the opportunity to share information learned while learning new knowledge.
