Expansion of ICT into the Educational Space

1. Expansion of ICT into the Educational Space Ivan VysotskiyMoscow Institute of Open Education, Assoc.Prof., Head of the Laboratory of Probabilities Theory and Statistics, Federal Institute of Pedagogical Measurement, Dep.Head of Math WorkGroup

2. During the period from the middle of 1990th years the number of computer educational software, and program complexes on mathematics, sciences, literature and other school subjects steadily grew. Occurrence of a qualitative sound, graphics has urged on this process. At this time in Russia was observed the great interest to this activity.

3. Simultaneously different people began to reflect on what requirements the educational software should satisfyto. Let us lay aside the Internet as a source of the information and the educational databases accessible through the Internet as it is the separate actual theme which is not concerning directly to electronic teaching and learning.

4. At once it became clear that computer educational means may be divided into groups in natural way. • Electronic textbooks and reference books with hyperlinks, perhaps supplied with animation and demonstration models. • 2.Tools for computer modeling and animation. • 3.The interactive trainingsoftware.

5. In Russia in many regions were created the Educational Software Centers which have had mission to make examination and distribution of educational computer means, preparation of teachers for using them.

6. Gradually to the middle of 2000 the initial enthusiasm has a little died away, as it became clear that computer textbooks cannot make immediate revolution in educational process.

7. Computer technologies require the prepared school teachers. • The best software and hardware are not able to substitute for independent work of a student, permanent training, repetition of the same cogitative figures and hooks. • 3. Efficiency of learning is being defined mainly by readiness and motivation of students for learning.

8. To think that some wonderful technology can make learning fast, easy and pleasant – means to assimilate to those who considered 60 years ago that just invented ball pens would improve literacy and erudition as students would not waste time for sinking the pen into the inkwell.

9. Nevertheless, computer means can (must) give the big impulse if they are conceived not as replacement for out-of-data methods but as essentially new thing, allowing to make things that were impossible before. The old methods would ask about replacement by themselves and in time.

10. In 2000th some companies in cooperation with educational institutes have made attempts to work out software for developing interactive collections of school problems in math, physics, chemistry, history and other subjects.

11. At that time I supervised over designing the content of the interactive mathematical problems database in company «Interactive Line» www.intline.ru. We have developed the technology of cloning of problems using common prototype and parameterized matrixes. I should shortly describe the idea for I hope it may be productively used in other countries.

13. Parameters desc. Zero Clone

14. The matrix and description had been loaded into the special framework. Press the button… and catch clones...

15. Thus we received hundreds clones of the same problem. Due to this system our Institute together with the developer has published collections of math problems for undergraduates of secondary and high school have been published in books and on CDs.

16. Unfortunately we could not study the question on influence of different computer educational software and methods on learning results. The question is represented to me as important one.

17. Such research should lead to understanding what sorts of the computer educational technologies must be developed, and what are less effective.

18. For conclusion I venture to announce here some principles of developing educational software which I have formulated, having been working in this area about 5 — 10 years ago.

19. 1. The interface wouldn’t dominate over content. It is dangerous to combine and mix computer literacy and literacy in the subject (as much as possible). Aspiring to create universal models, it is easy to overdo: ability to operate model turns the main success but the real purpose has been lost. It is well known, that a bicycle is sometimes better than a car.

21. 2. Not the computer but the science dictates rules. It is bad to create an object imagination deformed by computer realization. When interactive software is being developed the designers must adhere to a rule «screen follows science traditions». We must not also restrict students in their choice how to express thoughts.

22. APPROVED !!!!! Clever Forever!! Happy (Merry, Lucky) Math Calculate: 6*(1/3+1/2) = ? (Input an integer for the answer)

23. 3. Understanding limits of computer learning. Warn honestly parents and teachers. The modern technology should not deprive a student of possibility and necessity to write, draw, speak, learn verses by heart. That trains and develops his memory, abilities for speaking and operating by hands.

24. It is good It is better

25. Thank you for your attention Contact us: MIOE (Moscow Institute of Open Education) http://mioo.ru http://mccme.ru (rus/eng) Probability Lab.: vysotsky@mioo.ru