Using Information Technologies in Teaching

High quality education combines a lot of things, including diverse methods and using of innovative technologies.
Computer and telecommunication technologies may be considered among innovative technologies of studying as well.
What should a contemporary lesson be like? Of course it should be interesting, informative, corresponding to interests of students.

The lesson should leave the feeling of slight dissatisfaction in order to motivate students for creative work.
Application of computer technologies significantly simplifies conduction of lessons.
Children always embrace technologic innovations with delight. The teacher should determine using computer methods in accordance with objectives of the lesson and goals of education: on lecture type lessons this method may be applied as visual-aid, on practical studies - arrange virtual laboratory, at the stage of examination - opportunity of testing and analyzing mistakes. Using voice animations, moving paintings and videos during explanation of material causes concentration of student's attention and at the same time activates some information channels (hearing, vision, kinesthetic channel), which enables us to take into consideration individual peculiarities of each student.
The lesson becomes obvious, clear and entertaining for each student.
For example it is very interesting to carry out tests on Chemistry lesson and few students will stay indifferent. In the course of observation over experiment the students get familiar not only with the development but they get familiar with scientific methods of testing as well.
It's good when students conduct tests themselves but permanent conduction of tests is not possible.
Sometimes it requires to be conducted in equipped laboratory, sometimes it happens due to insecurity of the experiment (it is necessary to use poisonous and explosive substances etc.).

Demonstration of experiment on the screen is significantly simple and obvious.

Also, computer-based quiz maker programs simplify examination process for students and analyzing of results for teachers. Demonstrative experiment is used before studying of the material, when students do not possess enough knowledge and experience or after studying, with the aim of developing skills of observation over the process, description, application of methods of work in laboratory and skills of manipulation in laboratory. All of the above-mentioned is necessary for arousing in them interest towards the subject, facilitate development of professional skills, familiarize them with chemical dishware and devices.
The experiment shown on screen is safe, obvious, and reliable and it is easy to simulate.
During the demonstration we should take the following stages into consideration: Determination of objective of the experiment.
It will help students to apprehend why they are shown this test and what they may learn as a result of the test; Description of devices, necessary for conduction of the test, terms and reagents, indicating features why these reagents are used; Attracting attention.

Teacher should specify to student to what part of the device they should pay attention; We should not inform students about results of the test prematurely, but we should indicate to what they should pay attention. For example: pay attention if solution changes its color or not, sediment accumulated or not; It is necessary to comment on experiment.

If teacher's explanation anticipates demonstration the experiment will fulfill its role of a visual-aid, and if we show experiment first it becomes Problem-based Learning; Lastly, test shown on the screen is necessary to be executed in the form of report, this will train students to describe the picture and help them to draw conclusions. During the lesson it will be frequently necessary to discuss new material with students.

It would be preferable to conduct combined lesson in dialogue format using electron presentation. Slide show makes process of the lesson more clear and obvious, facilitates systematizing of knowledge and ensures high level of apprehension.

It is preferable to place control questions and tasks on the final slide of presentation, which will facilitate timely revealing of malfunctions and consolidation of main questions.

If students experience any difficulty in answering questions we may return to the slide, which will assist them in finding the right answer. Hence, it becomes possible to repeat the material and revel difficult questions.
Besides, slide-show prepared in advance is almost a plan for the lesson and simplifies time management.

And finally, during the quiz you may indicate this presentation to the student as a reference in the quiz maker software and it will assist him to remember the material.
Teaching, based on the project is one of methods of pedagogical technology, which has rich potential. It arouses student's cognitive interest towards Chemistry.

Advantage of this method is that it is equally effective for the student with high motivation as well as for the student with less motivation for increasing it. Students frequently ask why they should study this or that question and where they will apply their knowledge.
Sometimes it is hard for teachers to give reasonable answer.

This problem may be solved by the teaching based on the project. The teacher acts as a consultant, directs researches and inquiries of students.

While working on the project it is necessary to define issue, which is actual for students, and on which they will work in teams or individually during a particular period of time.
This develops skills of defining issues in students. In a search for ways of settlement of issues students set goals and elaborate action plans, determine object of research, sources of information etc.
, this develops creativity, skills of orientation in information field, using it with the aim of studying, as well skills of team and individual work.