European Journal of Pedagogical Initiatives and Educational Practices

ISSN (E): 2938-3625

Abstract
This article highlights issues related to the emergence of new technologies and software in
higher educational institutions, the expansion of computer capabilities, the transition to the
category of anachronism of its understanding as a computing tool, which led to the replacement
of the term "computer technology" by the concept of "information technology".

Keywords: informatization, information technology, computer engineering, anachronism,

INTRODUCTION
In scientific and scientific-methodical literature devoted to the problems of informatization of
Higher Education (M. I. Jaldakov, [Link], E.I. Mashbits, N. F. Your Call, V. F.
Sholokhovich, E. Parkhomenko, T. Solovyov, etc.) there are a number of synonyms, often
called "Information Technology", "Computer Technology", which indicates that the
terminology in this field and its related concepts are not yet based.
The advent of new technologies and software in tertiary institutions, increasing the capacity of
computer, the transition of understanding it as a computing tool to the category of anacronism
gradually led to the replacement of the term "computer technology" with the concept of
"Information Technology". Secondly, through electronic means, the process of collecting,
processing, presenting and using information is understood. They are characterized by the
environment in which they are carried out and its components:
- technical environment (the type of technique used to solve the main problems); - software
environment (a set of software tools for its implementation); - subject Environment (Science,
Technology, the content of a particular field of knowledge); - methodological environment
(instructions, mode of use, evaluation of efficiency, etc.).
Following this terminology, some researchers propose to consider it as a collection of
electronic tools and the methods used to carry out their teaching activities. They include the
hardware, software and information components specified in the methodology of information
technology, as well as the methods of their application [1]. In the educational process, there are
other approaches to assessing the essence and location of Information Technology. Thus, in
the literature, education information technology (computerized teaching technology) is defined
as a set of theoretical knowledge of computer tools, as well as methods that regulate the use of
Education [2]. Lv Lutsevich [3] defines information technology as the technology of computer
engineering (using computer), information processing, transmission, distribution, computing
and software creation of Computer Science. Wider interpretation of this term M. I. Given by
Zhaldakov [4]. Information technology offers understanding as a set of methods and technical
tools for the expansion of knowledge of people, the management of technical and social

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European Journal of Pedagogical Initiatives and Educational Practices
ISSN (E): 2938-3625
Volume 1, Issue 9, December, 2023
processes, the development of their abilities, the collection, storage, processing, transmission.
E. I. Mashbits [5] and N. F. Talizina [6] considers information technology in education as a
collection of various educational programs: from the simplest programs that provide cognitive
control to artificial intelligence-based learning systems. Vf Sholokhovich [7] suggests that
information technology is defined as a branch of didactics, which deals with the study of the
process of education and the assimilation of knowledge, which is organized in a systematic and
conscious manner using the means of informatization of Education.
Modern information technology is a set of methods, production processes and software and
technical tools combined in a technological chain that provides the collection, processing,
storage, transmission and display of information that allows for the systematic organization of
optimal interaction between the teacher and the student in order to achieve educational results
[8]. Today, it is possible to formulate some of the tasks arising from the demand for information
on education
The first is the mastering of a complex of knowledge, skills and skills by a university graduate,
the development of the qualities of a person who ensures the successful implementation of
professional activity tasks, where information becomes a decisive factor of high work
efficiency. Second-increase the level of training of specialists through the improvement of
educational technology, currently used in higher education, and the widespread introduction
into the educational process of electronic learning tools and technologies [9]. The effectiveness
of computer usage in any industry is attributed to the following factors:
1. speed and reliability of any information processing; expand the possibility of providing
information;
2. ability to model different processes using computer;
3. the computer allows you to FA access the meaningful, operational and motivational aspects
of the activity process;
4. ability to allocate activities optimally, depending on the level of preparation, cognitive
interests, etc.;
5. the computer allows to formulate the reflection of its activities, create conditions for
mastering the methods of organizing its activities;
6. the computer plays the role of a means of communication, etc. [10].
Most often, forms used in the teaching of Information Technology are carried out (for example,
lectures, stories, explanations, etc.). Their difference can only be seen in the meaningful
component, in upbringing they are directed to the formation or development of individual
spheres of a persontirishga, and in teaching they are mainly aimed at the formation of
knowledge, mind and skills. Methods of teaching, unlike forms, reveal the technological side
and consist in the sum of the more general methods (methods and connection with them, Vo
sites) of the implementation of educational interaction.
Teaching methods (sometimes instructional methods) are regarded as the thematic, actionable
actions of teacher and student interaction and are explained with the purpose of their use. In
pedagogical literature, they are often interpreted as the smallest structural unit of educational
interaction, the period of actions aimed at solving simple pedagogical issues. In this, exactly
the same methods can be carried out in different ways of teaching.

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European Journal of Pedagogical Initiatives and Educational Practices
ISSN (E): 2938-3625
Volume 1, Issue 9, December, 2023
Teaching aids are a pedagogical method, a relatively independent source of formation and
development of personal qualities of the student, ensuring its implementation within the
framework of a certain style of teaching. They include various subjects (textbooks, computers),
works and phenomena of spiritual and material culture (art, social life), etc.
Each of the pedagogical tools considered in Information Technology reflect their exact, one
side .tiradi At this time, more importance is attached to pedagogical theory and methods of
teaching in practice. It is also possible that the educator does not even think about what style
he uses in his daily teaching activities. However, facing the problem of choosing the right
direction of teaching in a difficult situation, it is necessary to know the set aggregate of possible
decisions of this educational issue. Here's why the existing idea of systematization of teaching
methods at this or that level arises from the conditions under which the educator interacts
directly with the reader. Thanks to this, two types of teaching methods can be distinguished:
pedagogical and psychological.
Pedagogical (sometimes — traditional) methods of teaching are intended to influence the mind
of the student. According to their classification, the methods of teaching are divided into three
groups depending on their place in the educational process: the methods of forming the
consciousness of the individual, the methods of organizing activities and the methods of
stimulating activity. The separation of the first group is based on the principle of commonality
of consciousness and behavior. Consciousness defines behavior as knowledge, the
accumulation of imaginations about the world, and at the same time is formed in it. The second
group of methods is distinguished on the basis of the thesis on the formation of an individual
in activity. The third group reflects the activity consumption-motivation compo - nent: the
approval or condemnation of the action the formation of behavior. [11].
On the basis of Information Technology in higher education, the didactic functions of teaching
can be divided into stages such as motivational, diagnostic, analytical, organizational and
development. Of course, bunda is observed to achieve good results only when the sequence of
these functions is ensured. The main thing is the final stage, that is, the stage of development,
and in it Independent Education (independence) plays an important role. Independent education
can not be compulsory organization, therefore, the student himself will be required to have
Initiative, ability and activity.

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