As noted in the reference to the Board, 1995, it is believed that the first computer operating on the principles developed by the American scientist John von Neumann was created in 1945. The development of technology and technology during this time has led to significant changes in understanding the role of information processes in the life of society and the possibilities of using computer technology. The evolution of technology continues even now: in addition to the constant increase in the power of computers, some high-quality ones are also taking place – computers begin to understand the handwritten text and spoken language, answer phone calls and receive television broadcasts; multimedia and virtual reality; there are new peripheral devices that combine the functions of a fax machine, scanner, telephone and printer. The scope of computer technology in education is also constantly expanding, so in the educational process:
To date, about 30% of schools have made the transition, however, in a number of schools there is an incomplete completion of the basic course, in most rural schools of the region, teaching is carried out in a machineless version, and there are even urban schools that do not have such a subject and there is no teacher (ssh. However, for the widespread introduction of a computer in teaching general education subjects at school, not 1, but 2-3 computer classes are needed, in addition, it is obvious that the introduction of new information technologies into the teaching of general education subjects, including the development and testing of methods for user access to global information technologies in the educational process networks, requires from the heads of classrooms and teachers of computer science a significant investment of time, which should be encouraged financially.
In accordance with the classification of information recourses, systems, and services given in the mentioned documents, the information educational space can be considered as a set of 2 subspaces, each of which has its own characteristics: one combines information resources for learning processes, the other combines management information resources. The main feature of the information support system for education management is the need to unify the content and means of access to data to ensure the functioning and continuity of information flows of the school-ROO (-GOO-) -Department. information educational space can be considered as a set of 2 subspaces, each of which has its own characteristics: one combines information resources for learning processes, and the other – management information resources.
The main feature of the information support system for education management is the need to unify the content and means of access to data to ensure the functioning and continuity of information flows of the school-ROO (-GOO-) -Department. information educational space can be considered as a set of 2 subspaces, each of which has its own characteristics: one combines information resources for learning processes, and the other – management information resources. The main feature of the information support system for education management is the need to unify the content and means of access to data to ensure the functioning and continuity of information flows of the school-ROO (-GOO-) -Department. one combines information resources for learning processes, the other combines management information resources.
The main feature of the information support system for education management is the need to unify the content and means of access to data to ensure the functioning and continuity of information flows of the school-ROO (-GOO-) -Department. one combines information resources for learning processes, the other combines management information resources. The main feature of the information support system for education management is the need to unify the content and means of access to data to ensure the functioning and continuity of information flows of the school-ROO (-GOO-) -Department.
The lack of attention paid by the municipal authorities to education, coordination, and harmonization of actions leads to unjustified costs of funds for the development and purchase of a number of software products of a similar purpose (for example, the “Schedule” program); additional difficulties in maintaining software and training personnel (example-OS / 2); significant time costs for the coordination of data formats and information flows (an example is the database “Orphans”). Summing up some results of the work on the informatization of education, we can conclude that.
