Smart Technologys In The Process Of Learning Komi In Elementary School

Experimental research base

The experimental base of the study was “Syktyvkar State University named after Pitirim Sorokin", Secondary School No. 18 Syktyvkar, Secondary School No. 36 Syktyvkar, Secondary School No. 38 Syktyvkar, Secondary School Secondary School No. 2 of Yemva, Secondary School of Izhma, "Storozhevskaya Secondary School", Secondary School of Nivshera, Secondary school of Kortkeros, Secondary School of Loima of the Komi Republic.

Stages of research

The study of the problem was carried out in two stages:

• at the first stage, a theoretical analysis of existing methodological approaches in the normative and pedagogical literature was carried out, aimed at highlighting the problem, an empirical study of teachers' activities in the use of ICT technologies, in particular Smart-technologies in their practice, and also the purpose, research methods and stages work on the design of electronic educational resources were determined;

• at the second stage the design of the electronic educational resource and the choice of the necessary didactic conditions for the realization of the research were carried out (see Table 01 ).

Stating stage

The goal of this stage is a theoretical analysis of the existing methodological approaches and an empirical study of the teachers’ activities in the field of ICT technology applications.

The investigation covered 208 teachers, among them 159 primary school teachers, 32 the Komi language teachers, 17 additional education teachers.

We came to the conclusion that:

• it is necessary to take into account didactic conditions in the process of designing an electronic educational resource using Smart-technologies on the example of a textbook in Komi as a non-native language for Grade 1;

• the use of informative-communicative technologies at the lessons of Komi as a non-native language is essential, as they enhance the intellectual and creative potential of schoolchildren, and also allow the teacher to form the following skills:

  • skills of critical thinking in the process of working with information;

  • skills of independent work with educational material using information technologies;

  • group work skills;

  • ability to formulate tasks and solve them;

  • self-control skills;

  • skills in designing small messages, including the addition of illustrations, video and audio fragments;

  • skills in finding information for project activities.

These skills are formed in accordance with the requirements of the Federal State Educational Standards PGE in the section “Requirements for the results of mastering the basic educational program of primary general education”, which defines the requirements for information competence of an elementary school graduate: “active use of speech and informative-communicative technology (ICT) to solve communicative and cognitive tasks" (Savinov, 2013, p. 2). In an exemplary program on the Komi language (as non-native) (Terentieva, 2015a), metasubjective results of studying this subject in elementary school are described:

• to extract information presented in different forms (solid text, illustrations, tables, diagrams), use symbolic means of presenting information;

• to use various methods of searching, collecting, processing, analyzing and transmitting information;

• to use the language in order to find the necessary information in various sources to solve educational problems;

• to use logical actions of comparison, analysis, synthesis, generalization, classification, establishment of analogies and cause-effect relationships, construction of reasoning.

Subject results of the study of Komi as a non-native language in primary school are communicative, linguistic and cultural competence. We suppose that the successful formation of these competencies is possible in conjunction with the ICT competence by means of SMART Notebook tools.

By ICT competence, we mean students' ability to use informative-communicative technologies for accessing to information, its search, organization, processing, evaluation, as well as its production and transmission (distribution), which is sufficient to live and work successfully in the conditions of the modern information society.

For the formation of these competencies, the teacher needs a combination of active teaching methods and modern information technologies.

Its goal is to design an electronic educational resource based on a textbook on Komi as a non-native language for grade 1 (Vyazova, Sizova, & Terentyeva, 2016).

We have created an electronic educational resource using SMART Notebook technology. The content of the textbook is designed taking into account the individual psychological and age features of first-graders and is built on a situational-game basis, where most of the pages are occupied by plot illustrations and dialogues (Terentieva, 2015b). Together with the assistant - the hero bear (Oshpi), first graders can be included in the active speech environment, traveling through the pages of the textbook. The Bear invites children to participate in various activities: listening to Komi speech and speaking in the Komi language, analyzing words and sentences, reading, disclosing the lexical meaning of a word, writing sentences, dialogues, stories.

The process of formation of the above mentioned competencies of primary school children can be represented in the form of several interrelated components: cognitive, motivational and value, activity and reflexive-evaluative.

The motivational-value component reflects an actively positive emotional attitude to the cultural heritage of the indigenous people of the Komi Republic and forms the need for it, a system of knowledge, interests, motives and beliefs.

Let’s consider in more details the cognitive component. Under the cognitive component, we will understand the system of knowledge about information, information activities and sources of information.

The correspondence of the cognitive actions of schoolchildren with SMART Notebook tools is given in Table 02 .

The development of ICT competence in the process of learning the Komi language will be carried out if the above mentioned cognitive actions accompany ICT tools that involve all sorts of IT tools, in particular SMART Notebook.

Smart technology allows you to: 1) develop and implement electronic textbooks (manuals) in the educational process; 2) create on-line audiences and electronic systems for evaluating educational activities; 3) make extensive use of educational resources by all participants of the educational process; 4) improve the qualifications of teachers for wider application in SMART education.

SMART Notebook also allows you to create full-screen presentations, slides. On these slides it is possible to place pictures, texts, other objects that can be changed in size, can be copied, can become transparent, and so on. Smart designs that use Flash objects, training games, simulations, audio and video accompaniment of the characters from the Komi language textbook can be informative for schoolchildren. The use of SMART interactive boards will enable children to write with a special marker (stylus), to make written comments on top of the on-screen image on the demonstrated training material. In this case, everything written on the SMART interactive board is transmitted to learners on their personal computers currently connected via the local network, can be stored, printed and can be sent by e-mail to parents and teachers.

The electronic educational resource developed by us to the textbook is an interactive application on the SMART Notebook platform. Each lesson is presented as a separate accompaniment, which includes interactive didactic materials and tasks, for example: tests; logical assignment to establish matching and regularity; tasks for text recovery; tasks for the definition of "odd concept"; developing game tasks such as crosswords and fillwords; tasks for the development of phonemic hearing, etc.

In the process of creating an electronic educational resource, we solved the problem of an effective combination of didactic tasks and technical solutions. SMART Notebook has virtually unlimited possibilities for preparing complex interactive lesson scripts:

• increases the possibility of choosing the means of training, forms of organization of learners’ activities at the lesson (individual, group, frontal);

• allows you to take into account the different proficiency levels of the Komi language and implement an individually-differentiated learning approach;

• provides access to a variety of information from the best sites, libraries, museums;

• increases interest to the subject under study due to visibilityy, entertainment, audio and video materials and assignments;

• allows students to perceive the audio text in the Komi literary language, reproduce by heart small poetic works, describe the picture using phrases learned at the lesson;

• increases the motivation to self-study of the Komi language and develops critical thinking;

• contributes to the formation of step-by-step and final self-control of learners;

• ensures the activation of students' cognitive activity.

To help a practicing teacher of the Komi language, we have also developed guidelines and lesson manuals.