Challenges encountered in the application of information technology

The problem of correlation of information volumes:

The information provided by the computer may be significantly different from the volumes that the user (student, pupil) is able to mentally cover, comprehend and assimilate.

Possible individualization of the learning process:

The essence of this problem is that each person assimilates the material according to his/her individual perceptual abilities, which means that as a result of such training, already after 1-3 sessions students will be at different levels of learning the material. This can lead to the fact that the teacher will not be able to continue teaching according to the traditional system, because the main task of this kind of teaching is to keep the students at the same level of knowledge before learning new material and at the same time to keep all the allotted time for their work occupied.

The difference in “machine” and human thinking:

If a machine “thinks” only in a binary system, human thinking is much more versatile, broader and richer. How to use the computer to develop in students a human approach to thinking, rather than to instill in them a certain rigid algorithm of thinking activity. The main task here is to ensure that the student does not turn into an automaton that can think and work only according to the algorithm proposed by the programmer. This can be ensured by combining informational teaching methods along with traditional ones. Programs should provide the user with an opportunity to build his/her own algorithm of actions rather than impose a ready-made one created by someone else.

Psychological load on the user:

Programs are made by highly qualified experts. There may be such a situation that when receiving hints, which in this case are made at a high scientific level, the user may form the opinion that his level of training is very low and, accordingly, there will be a decrease in self-esteem and all accompanying this.

In order to achieve positive results of computer use in teaching, it is not enough to simply introduce them into the learning process, it is advisable to develop new subject programs that would provide for the use of computer technology throughout the learning process. The program, in its turn, will determine the teaching methods and conditions of the learning process. And, most importantly, by specifying the composition of the knowledge to be mastered and their relationships, the program thereby designs a scientific style of thinking, which should be formed in students when mastering the educational material offered to them with the use of information technology.

Along with the above problems of computerization of education there are other equally important ones. They include: information culture of teachers; teachers’ readiness to use information technology in teaching; technical equipment of universities and schools and others. Thus, it is now obvious that the pace of development of computer technology is clearly ahead of the research and consideration of problems related to its operation.