METHODOLOGICAL PRINCIPLES OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS

The study of issues related to the use of educational information technologies is one of the modern and very relevant directions in pedagogy. The analysis of the results of research obtained today by specialists in the specified direction allows us to formulate the conclusion that results both repeat and complement each other, but at the same time differ significantly. The established similarities and differences, determining the value of each study, influence first of all the author's choice of "path" and "instrument" of scientific activity, that is, methodology. Therefore, the construction of properly organized pedagogical, research and scientific activity, as well as conducting an expert analysis of the available results of research activity in any field, just like the analytical activity itself, should begin with the selection of methodological principles. Within the dynamic processes of modern education, the methodological activity of a specialist is constantly complicated, enriched, and becomes science-intensive. The ratio of functions changes within it: the informational component recedes into the background, giving way to the functions of design, construction, organization, communication, and others.
Using the formulation of general scientific principles found in psychological and pedagogical research, the essence of the methodological principles of pedagogical activity is highlighted. Under certain conditions, any system of principles can be developed, specified or supplemented. Therefore, in the context of requirements for increasing the efficiency of the use of ICT, the presented system of bases of existing principles was supplemented with the following principles of using ICT in education: educational value, pedagogical expediency, cognitive relevance, didactic significance and methodical effectiveness. In the real pedagogical process, the content of the components and their connections (as a component of the didactic structure) is clarified, in particular, on the basis of accounting for the specific psychological and pedagogical features of the students and the teacher (according to the selection of distinctive features of the didactic structure).