PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF THE USE OF TECHNICAL MEANS IN THE EDUCATIONAL PROCESS

Abstract

The article highlights the psychological and pedagogical features of the use of technical means in the
educational process. The issue of technical means of education, what they are used for, and psychological
and pedagogical features of the use of technical means in the educational process are considered. Mostly,
teachers do not hinder themselves either by pedagogically justified use of technical teaching aids, or by
didactically competent preparation of educational visual aids. accordingly, the task arises to consider the
question of appropriate and optimal use of technical means in modern conditions of higher educational
institutions. Most often, computers are used as technical means of education. They can also be used to
control knowledge. The advantages of computers as a means of learning, as well as the problems of
computerization, are highlighted. The article describes the technique of using technical means during classes
in higher educational institutions. The choice of the method of demonstration of visual material and the
optimal time of its demonstration are described. The influence of technical tools of learning on the
organization of the educational process is determined. Of great interest is the attitude of those who study
with the help of technical means of learning, which depends on a number of reasons, and primarily on the
pedagogical and scientific quality of these means, the teacher's ability to use them, the place and conditions
of use. The contradiction between the interest of students in the tool and the result obtained when working
with it is called the "shock effect". The use of technical means of learning in the educational process,
especially modern computers and multimedia projectors, makes it possible to make the presented knowledge
more accessible and understandable, and, accordingly, to form a positive motivation for learning and to
overcome a number of difficulties associated with mastering knowledge. Conclusions are drawn from the
work carried out and prospects for further research in this direction are outlined.