Basic research. The use of active learning methods (information technology) in the lessons of IT statistics in healthcare and education of the constituent entities of the Russian Federation

IT technologies in education

2. Article imprint

Ismagilova G.K., Nabiullina E.R. It technologies in education // Innovative science. 2017. No. 4-2. URL: (date of access: 05/29/2018).

3. Relevance of the article

The professional mobility of a graduate of an educational institution should be ensured by the high quality of the results of educational activities. The qualitative changes taking place in education should be aimed at meeting the requirements of the labor market, which needs a competitive specialist with a high-level professional qualification, with a sufficient level of competencies, able to quickly adapt to the constantly changing conditions of the production process. One of the possible directions for the development of vocational education at the present stage is the use of modern information technologies in training and education.

4. Scientific nature of the article

The article considers various possibilities and directions of using information technologies in modern education.

Theoretical significance: the possibilities of using Internet technologies in education are considered in detail and summarized, which makes it possible for a teacher to briefly and quickly familiarize himself with more effective approaches to learning and improving teaching methods.

Information technology accelerates the transfer and dissemination of information.

When using computer simulators or performing virtual laboratory work, students under the guidance of a teacher apply not only their knowledge, but also show creativity.

The use of a computer to control students' knowledge enables the teacher to significantly reduce the subjectivity factor, which students often complain about.

7. Make a short summary

The introduction of new information technologies into the educational process significantly changes the traditional system of education, introduces completely new components of the content of education necessary for the training of competitive specialists. The use of modern information technologies is a necessary condition for the development of more effective approaches to learning and the improvement of teaching methods.

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1. Article title #2

Possibilities of using distance technologies in adult education

2. Article imprint

Trutanova A.V., Nureeva M.A., Isaeva V.A., Khamidulin A.M. Possibilities of using distance technologies in adult education. Innovatsionnaya nauka. 2017. No. 10. URL: (date of access: 05/29/2018).

3. Relevance of the article

In the context of continuous education, adult education becomes an urgent problem, since this category of students has significant differences from the bulk of students. And the constant updating of knowledge and advanced training is a necessary condition for the work of any specialist, which is why the topic of the possibilities of using distance technologies in adult education is so important to consider.

4. Scientific nature of the article

The article argues that the analysis of modern literature shows the need to update the forms and methods of adult education with an emphasis on self-education.

The concept is considered: Andragogy is a science that reveals the specific patterns of mastering knowledge, skills and abilities by an adult, solves these problems, taking into account psychological and social aspects.

5. Theoretical and practical significance of the article

Theoretical significance: The article briefly describes the age characteristics of an adult and highlights the modern requirements for the education system of an adult. And also considered the use of Moodle and Skype, their features and benefits.

6. List some of the most striking facts, examples, thoughts given in the article

Unlike youth, an adult is more motivated to study, but there are many obstacles in mastering the educational program.

An adult person is limited in time by the main work, has his own attitudes and views, he may have difficulty in accepting any position in science, since he cannot but attract his own experience.

7. Make a short summary

The use of distance technologies in the modern adult education system is an important element (since an adult does not have much time to complete tasks and attend face-to-face classes.), which contributes to improving the quality of education by providing many necessary tools for completing tasks.

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1. Title of article #3

Three-stage model of using the tag cloud and concept maps in the educational process for working with English texts

2. Article imprint

Antonov A.Yu., Veryaev A.A., Kostyukova T.A., Domansky V.A. Three-stage model of using the tag cloud and concept maps in the educational process for working with English-language texts // Language and Culture. 2017. No. 40. URL: (date of access: 05/29/2018).

3. Relevance of the article

The wide dissemination of information and communication technologies (ICT) and the Internet forms new style features of information perception among students. These include, in particular, the focus on visual ways of obtaining it, as well as clip-like assimilation, which means the dosage of portions of information units, often unrelated, which leads to the formation of a patchwork worldview of students. For this reason, the need for the penetration of infographics into the educational process has been increasingly discussed recently.

The relevance of considering the problem is also due to the introduction of the Federal State Educational Standards, which, on the one hand, in the requirements for substantive results, prescribe the need to possess the ability to present texts in the form of abstracts, abstracts, annotations, abstracts, essays, i.e. we are talking about the development of students of various literary genres. On the other hand, the priority is the formation and use of an ICT-rich environment, where each student should be able to communicate and use information technology anywhere in any part of the educational process.

4. Scientific nature of the article

This paper focuses on the use of concept map technology in the process of learning a foreign language. concept cards- a powerful tool in the field of information visualization and digital educational resources. With their help, you can not only study the characteristics of personal development, worldview and thinking of students, they also act as a learning tool that can influence the development and thinking of students and schoolchildren.

5. Theoretical and practical significance of the article

The theoretical significance of the article: the article deals with Web 2.0 services for the tag cloud, and the use of the CmapTools program for concept maps.

Practical significance of the article: a study is presented on the problem of effective interaction between modern information technologies and education. In particular, the interaction of teaching a foreign language and the use of specially selected computer software as a learning tool are considered. A three-stage model of working with foreign language texts is proposed, the validity of the hypothesis of improving the quality of knowledge acquisition by senior school students - college students - is substantiated based on the use of concept maps and programs that calculate the frequency of words in texts.

6. List some of the most striking facts, examples, thoughts given in the article

Computer methods for presenting maps make it possible to additionally provide concepts with pop-up text tips, definitions, graphic or video illustrations, hyperlinks, references to tests, and other concept maps. In fact, a concept map is a hypertext on a specific topic, for the creation of which you do not need to know any hypertext markup languages. It is extremely important that the connections between concepts on concept maps can be classified by frequency of use, occurrence in spoken language.

7. Make a short summary

The article presents a three-stage model of work on the development of a foreign language educational text, based on the construction of a tag cloud, the use of concept maps and the reproduction of the text by students, which has proven its effectiveness. In addition, the article illustrates the effectiveness of using the model in the study of conversational topics in English.

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1. Article title #4

Cloud technologies in the education system

2. Article imprint

Kanzychakova Ksenia Vladimirovna Cloud technologies in the education system // Symbol of Science. 2017. No. 2. URL: (date of access: 05/29/2018).

3. Relevance of the article

At present, the acquisition of new knowledge in various fields is closely related to distance and e-learning. Cloud technologies have spread widely in all areas of the information industry. Cloud computing and the education system have not bypassed.

4. Scientific nature of the article

The article discusses the features of the use of cloud technologies in education.

The concept is given a definition: Cloud- a specialized term, from the point of view of the IT sphere, which is a pool of virtual resources, which include: equipment, services and platforms.

5. Theoretical and practical significance of the article

Theoretical significance: the article discusses the positive and negative aspects of the use of cloud technologies, both for users and developers.

6. List some of the most striking facts, examples, thoughts given in the article

The use of cloud technologies helps to reduce costs for the organization of educational activities. Thus, educational organizations no longer need to purchase servers and other expensive computing devices, which are often used in many universities for 20-30% of their computing power.

7. Make a short summary

Cloud technologies are one of the options for further development of the field of e-learning (e-Learning), and the possibility of more active use in MOOC learning. This learning technology, based on unique content, original and effective methodology, implemented at a qualitatively new level, will contribute to the development of various areas of education and can become a new stage in the development of affordable and high-quality higher education systems.

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1. Article title #5

Distance Education for Disabled Children in Russia: Opportunities and Challenges

2. Article imprint

Suvorova Irina Viktorovna Distance education of disabled children in Russia: opportunities and problems // Innovative projects and programs in education. 2015. No. 1. URL: (date of access: 05/29/2018).

3. Relevance of the article

The information in the article on the statistics of "home-schoolers" clearly shows that the idea of creating a distance learning space as in fact the only opportunity for disabled children to receive a matriculation certificate seemed to be a necessary factor in the modernization of the Russian education system and an important step in meeting the special educational needs of children with disabilities.

4. Scientific nature of the article

The article sums up some results of the introduction of information and telecommunication technologies in Russian school education. The author describes the experience gained over the past four years of remote work with children who, for health reasons, are recommended to study at home.

5. Theoretical and practical significance of the article

Theoretical significance: the article presents three main models of DOT implementation that have been formed and successfully mastered at the time of publication. It also describes the possibilities and problems of distance education in Russia.

Practical significance: Within the framework of the project "Distance education of children with disabilities" in the subjects of the Russian Federation, distance learning centers (DLCs) were created, which act as coordinators and guarantors of the project implementation on the ground.

6. List some of the most striking facts, examples, thoughts given in the article

In the text of the article, the expression “disabled children” is deliberately used, and not “persons with disabilities” and the term “persons with increased needs” that has not recently become popular in the media, since, according to the legal documents regulating education, education with using distance learning technologies can be provided to a student of school age, provided that he has a document confirming his disability.

7. Make a short summary

At the present stage of development of education, distance learning is a promising direction, which, judging by the emerging official documents, the state pays great attention to and on which the public, the pedagogical community, parents and children themselves, especially those who need special learning conditions, place great hopes. There are different models of distance learning that differ in the organization and implementation of appropriate educational technologies. An educational institution has the right to independently choose a training model based on its needs and capabilities. However, there are common requirements: any model should make education truly accessible, satisfy the educational needs of children with “increased needs” as fully as possible; be adaptive to the levels and characteristics of the development and training of children with disabilities; Finally, it must ensure the health of children.

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1. Article title #6

Implementation of distance learning technologies as a condition for the innovative development of higher education in Russia

2. Article imprint

Romanov E.V., Romanova E.V. Implementation of distance learning technologies as a condition for the innovative development of higher education in Russia // OTO. 2014. №3. URL: (date of access: 05/29/2018).

3. Relevance of the article

The main goal of educational policy is to ensure high quality life-long learning, accessible to all, contributing to personal development, sustainable economic growth, social cohesion and cultural development. It is important not only to ensure the quality of education, but also its accessibility and efficiency.

4. Scientific nature of the article

This article discusses the regulatory framework for the implementation of e-learning and distance learning technologies in the system of higher education.

5. Theoretical and practical significance of the article

Theoretical significance: the article provides an analysis of various statistical results of research.

The prevailing positions in relation to distance education and learning, described by S.M. Shirobokov, who believes that distance education is a new developing form of education, mostly non-contact, based on the principles of open education, and based on distance learning, the purpose of which is the development of the individual, his education, upbringing and adaptation to an open post-industrial society

6. List some of the most striking facts, examples, thoughts given in the article

Knowledge quickly "gets old". The new form (distance learning) orients the student to constant updating, "increment" of new knowledge. And in this sense, the “compressed” human experience that the student must master in accordance with the educational program “at the entrance” can become more “voluminous” at the exit. Thus, the new form does not so much influence the content of education as it contributes to its “enrichment”. The greater the positive difference between the results of education "output" and the results of education (defined by the standard) "input", the higher the quality of education.

7. Make a short summary

The implementation of distance learning technologies should be considered as a means of maintaining "staff redundancy" in the higher education system. This is necessary so that after 2018, when the “demographic hole” will be overcome and the number of graduates of secondary schools will increase, the system will not face a shortage of teaching staff.

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1. Article title #7

The relevance of using Internet resources in teaching a foreign language

2. Article imprint

Strokan V.I. The relevance of using Internet resources in teaching a foreign language // Concept. 2017. No. S8. URL: (date of access: 05/29/2018).

3. Relevance of the article

In recent years, in the field of teaching foreign languages, the question of the importance and expediency of using Internet resources in foreign language education has been increasingly raised, which implies not only an analysis of the use of new technical means, but also a study of the positive and negative aspects of introducing innovative forms and methods of teaching.

The relevance of the use of Internet resources in teaching foreign languages, the study of their types and features are due to both the productivity of their use for better assimilation of basic knowledge, and the convenience, cost-effectiveness of using certain means in the conditions of the modern information society.

4. Scientific nature of the article

The article discusses the relevance of the use of modern Internet technologies in teaching a foreign language, and also analyzes the importance and effectiveness of using web technologies in learning a foreign language both in the classroom and in students' independent work.

5. Theoretical and practical significance of the article

Theoretical significance: the article considers and highlights the positive aspects in the use of Internet technologies in the study of a foreign language. Arguments are given, the importance of using various Internet resources, such authors as: Voevoda E.V., David Kristal, M. Warshauer.

Practical significance: a list of several types of Internet services that can be used for independent work of students is given.

6. List some of the most striking facts, examples, thoughts given in the article

Scientists believe that the feasibility of using the Internet is due to the fact that information technology provides a time- and financial-saving method of learning a foreign language that meets the needs of students in the information society. Web resources provide an opportunity for foreign language learners to be in constant contact with native speakers, up to 24 hours a day, thereby introducing the student into the constant process of active use of a foreign language, and also allowing him to choose the time and place of learning, its options, types and even a native speaker teacher, depending on the needs of a particular student.

7. Make a short summary

The use of web resources in school classes and in self-training of students, taking into account the age, psychological, individual characteristics of students of any age, will allow you to successfully assimilate language information and develop speech skills, make the educational process more interesting, vivid, informative, affect all types of memory and all ways of perceiving language material, thereby facilitating the process of learning a foreign language for both the teacher and students.

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1. Article title #8

Using blog technology and podcast technology to develop the speech competence of schoolchildren in teaching English

2. Article imprint

Merkulova Nadezhda Vladimirovna, Babakina Tatyana Nikolaevna. Using blog technology and podcast technology to develop the speech competence of schoolchildren in teaching English // Bulletin of the TSPU. 2017. No. 11 (188). URL: (date of access: 05/29/2018).

3. Relevance of the article

One of the main goals of teaching a foreign language, according to the Federal State Educational Standard of basic general education and an exemplary program in a foreign language, is the formation of a foreign language communicative competence in the aggregate of its components: language, speech, sociocultural, compensatory and educational and cognitive.

Mastering all the components of a foreign language communicative competence is difficult to achieve within the framework of a traditional foreign language lesson. That is why the Federal State Educational Standard provides for the introduction of information and communication technologies into the educational process, and in particular Internet technologies, which allow creating an atmosphere of real communication in a foreign language.

4. Scientific nature of the article

The article considers the methodological possibilities of the integrated use of blog technology and podcast technology for the development of speech competence in teaching English at the intermediate level.

The definition is given: Internet technologies is an automated environment for obtaining, processing, storing, transferring and using knowledge in the form of information and their impact on an object, implemented on the Internet, including machine and human (social) elements"

5. Theoretical and practical significance of the article

Practical significance: an experiment was conducted on the basis of 8 classes of MBOU "Academic Lyceum of the city of Tomsk". To organize the network activities of the students of the experimental group, the Padlet Internet platform was chosen and tasks were prepared. Experimental training confirmed the effectiveness of the integrated use of blog technology and podcast technology for the formation of students' speech competence.

6. List some of the most striking facts, examples, thoughts given in the article

In accordance with the classification of technologies for teaching foreign languages based on the principle of instrumentality proposed by O. N. Igna, blog technology and podcast technology are mono-instrumental and poly-purpose, since in them the only tool (blog or podcast) can be used to solve several problems / purposes (for example, to develop skills in speaking, listening, reading, writing).

7. Make a short summary

The diversity and versatility of Internet technologies make it possible to model and change the learning process depending on the existing conditions in order to increase its effectiveness. In addition, working with Internet technologies is an attractive medium-level learning format, and also helps to increase the level of individualization and interactivity of the educational process.

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1. Article title #9

The use of information and communication technologies in resuscitation classes

2. Article imprint

Bursova Aleftina Pavlovna, Penkina Raisa Danilovna, Matvienko Lyudmila Dmitrievna. The use of information and communication technologies in the classroom in resuscitation // Concept. 2017. No. 1. URL: (date of access: 05/29/2018).

3. Relevance of the article

With the help of informatization of education, the nature of the educational process has changed dramatically, which makes it possible to fully reveal the creative potential of the teacher, significantly improve the quality and stability of the knowledge gained by students.

Fundamentals of resuscitation using information and communication technologies allows you to simulate the pedagogical conditions for their application. An important role is played by the independent work of students during the practical training of this professional module.

4. Scientific nature of the article

The article discusses the use of information and communication technologies in teaching students in practical classes. It is also shown that in the classroom on the basics of resuscitation, computer tools provide fundamentally new opportunities for increasing the assimilation of complex technologies in the educational process.

5. Theoretical and practical significance of the article

Theoretical significance: the article discusses and describes the positive aspects: electronic testing, multimedia lectures, interactive whiteboards, electronic training programs, Internet resources.

6. List some of the most striking facts, examples, thoughts given in the article

Used in the classroom on the basics of resuscitation, computer tools provide fundamentally new opportunities for increasing the assimilation of complex technologies in the educational process. By expanding access to information, increasing the expressive possibilities of obtaining knowledge, teachers combine rational and emotional aspects when teaching the basics of resuscitation.

With the help of ICT, new opportunities for organizing interdisciplinary connections open up, which frees the teacher from routine work and focuses his attention on creative moments, increasing students' interest in gaining knowledge.

7. Make a short summary

Use in the classroom PM.03. The provision of first aid in emergency and extreme situations of information and communication technologies allows students to realize themselves as a full participant in the educational process, develop self-learning skills and problematic creative thinking, the ability to solve professional problems using innovative technologies, which also helps to increase the effectiveness of the educational process, increase the level of educational methodical work.

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1. Article title #10

Internet project as a way to prepare students for the development of creative activity of students

2. Article imprint

Averyanova G.A. Internet project as a way to prepare students for the development of students' creative activity // SISP. 2016. No. 12 (68). URL: (date of access: 05/29/2018).

3. Relevance of the article

In the modern concept of the fundamental core of the content of general education, systems of basic national values, basic concepts and systems of key tasks are defined. Not the last place is given to the development of a creative personality in the education system. At the same time, distance learning technologies occupy not the last place in the formation of creative abilities. Thus, pedagogical research devoted to the study of the problem of psychological and pedagogical preparation of students for the development of students' creative activity seems to be especially relevant today.

4. Scientific nature of the article

The article deals with modern trends in understanding the problem of creativity and the development of students' creative activity.

5. Theoretical and practical significance of the article

Theoretical significance: the analysis of modern conditions for the development of education and the rationale for the actualization of the introduction of innovative distance technologies are presented.

Practical significance: the article presents a project as an example of the use of Internet technologies in order to develop the creative activity of students.

6. List some of the most striking facts, examples, thoughts given in the article

Innovations do not arise on their own, but are the result of scientific research, advanced psychological and pedagogical experience, both of individual teachers and various pedagogical teams.

7. Make a short summary

One of the modern ways of developing the creative activity of students is the design and research activities of schoolchildren related to Internet technologies. Such technologies, of course, should be taught to students of psychological and pedagogical specialties.

May 28, 2018, 11:05 am

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The article was submitted to the editors in May 2010. 1

Annotation The article provides a statistical description of the technical infrastructure of educational institutions and institutions of vocational education (equipment with modern computer technology, use of the Internet and access parameters to it), as well as an assessment of the level of use of ICT by teachers for the 2006/2007-2009/2010 academic years in the Russian Federation and its subjects. Some indicators are given for Russia in comparison with the countries of the European Union. As sources of information, data from federal observations of Rosstat on education statistics, methodological and analytical developments of the Institute for Statistical Research and Economics of Knowledge of the State University - Higher School of Economics and materials from the Monitoring of the Economics of Education, conducted by the State University Higher School of Economics at the request of the Ministry of Education and Science of the Russian Federation, were used as sources of information. Key words: educational institutions; vocational education institutions; equipment with computers; access to the Internet.

Basic concepts Web site - a place on the Internet, which is defined by its address, has its owner and consists of web pages. in statistical observation, an institution is considered to have a website if it has at least one of its own pages on the Internet, on which it publishes and regularly (at least once every six months) updates information about its activities. it does not matter who exactly places this 1 review prepared by Ph.D. economy Sci., Director of the Center for Statistics and Monitoring of the Information Society of the Institute for Statistical Research and Economics of Knowledge of the State University Higher School of Economics G.I. Abdrakhmanova and senior researcher at the Institute of Statistical Research and Economics of Knowledge, HSE G.G. Kovaleva.

The use of information and communication technologies in education. Statistical overview

information: the institution can carry out these works on its own or use the services of third-party organizations or specialists, as well as the conditions under which the institution uses this address space on the Internet.

Type of Internet connection - a way to connect the computer network of an institution and an Internet provider.

The global information network covers a set of electronic computers (computers) that can be located anywhere in the world, interconnected by long-distance communication channels provided by telephone companies or other communication organizations. the global network can be both public (for example, the Internet) and specialized (for example, corporate or departmental - Intranet, Extranet).

The Internet is a global (worldwide) set of independent computer networks interconnected to exchange information using standard open protocols.

Intranet - a distributed corporate computer network based on Internet technologies and designed to provide employees with access to information electronic resources of the institution.

Information and communication technologies (ICT) are technologies that use microelectronics for collecting, storing, processing, searching, transmitting and presenting data, texts, images and sound.

A local area network, unlike a global information network, connects two or more computers (possibly of a different type) located within the same building or several neighboring buildings, and does not use general-purpose communication facilities for this.

Maximum data transfer rate over the Internet

characterized by bandwidth and is measured by the amount of information transmitted per unit of time (bit / sec).

A personal computer (computer) is a universal microcomputer designed for one user and controlled by one person. in statistical observation, personal computers include any types, including PC / XT, AT, Pentium and compatible, Macintosh, notepad (laptop), portable personal computers, regardless of whether they are the property of the institution, rented, use, at the disposal or obtained on other terms.

Special software - computer programs designed to solve problems of a certain class, regardless of whether these software tools are developed on their own, purchased from other developers, commissioned by the organization by third-party firms or specialists, or received for use on other conditions. here

general-purpose software such as operating systems, compilers, standard software (e.g. text or graphics editors, spreadsheets, database management systems) unless a specific application is developed on their basis, anti-virus programs, e-mail programs and etc.

Extranet - an extension of the Intranet containing dedicated areas to which external users are allowed to access.

ICT In the image of the spread of computer technology in all areas

Educational activities, the development of communication tools and the formation of a new information environment had a significant impact on the education system. equipment indicators of institutions

education with personal computers and the Internet increased significantly: in the 2009/2010 academic year, compared to 2006, the provision of students in general education institutions with personal computers increased more than 2 times - from 2.8 to 6.3 computers per 100 students (Fig. 1) .

rice. 1 Number of personal computers used

for educational purposes*, per 100 students of educational institutions** (at the beginning of the academic year***, units)

is personal computers, total

General Education Primary Institutions Secondary Institutions Higher Education Institutions

institutions**** vocational education vocational education

about 2006/2007 uh. sh 2007/2008 year

in year 2008/2009 □ 2009/2010 a.s.

personal computers with Internet access

General Education Institutions Primary School**** Vocational

education

Secondary institutions Higher educational institutions of vocational education

The use of information and communication technologies in education. Statistical overview

* For general educational institutions, data on the provision of students with personal computers with Internet access are calculated based on the total number of personal computers in institutions (including computers not used for educational purposes).

** For the 2006/2007-2008/2009 academic years for general education, higher professional education, for the 2006/2007-2009/2010 academic years for secondary vocational education, data are given for state and municipal institutions.

*** For institutions of primary vocational education, data are given at the end of the calendar year.

**** Day general education institutions are being considered. Data for 2006/2007, 2007/2008 academic years are presented without taking into account special (correctional) educational institutions for students, pupils with disabilities, special educational institutions for children and adolescents with deviant behavior.

Despite the noticeable growth of the computer park, the achieved level of equipping students with computers in Russia is still below the European average. In EU countries, there are 11 personal computers per 100 students2, including ten with Internet access (Table 1). At the same time, in Denmark, which is the leader in providing students with computers in the EU, these figures are 27 and 26 computers, respectively. In Russia they do not exceed 3 7 and 4 computers.

Table 1 Number of personal computers

per 100 students of educational institutions in Russia and EU countries 3 (unit)

Russia 7.1 4.3

EU-27 11.4 10.0

Denmark 27.3 26.3

Norway 24.2 22.7

Netherlands 21.0 20.0

Luxembourg 19.8 18.3

UK 19.8 18.5

Levels 1-3 of the International Standard Classification of Education (ISCED) are considered.

In order to ensure comparability with the given data for the EU countries, institutions of general (state and municipal, non-state), primary and secondary (state and municipal) vocational education are considered.

Statistics and sociology of education

Personal computers Including those with Internet access

Sweden 17.4 16.5

Finland 16.8 16.2

Austria 16.2 14.2

Iceland 15.3 14.8

France 12.5 8.9

Cyprus 12.4 8.9

Malta 11.0 10.2

Ireland 10.3 8.7

Belgium 9.7 7.7

Hungary 9.6 8.6

Spain 9.5 8.5

Czech Republic 9.3 8.2

Germany 8.9 7.7

Italy 8.0 6.5

Slovenia 8.0 7.5

Estonia 7.3 7.2

Slovakia 6.7 5.8

Greece 6.5 5.9

Portugal 6.4 5.4

Poland 6.1 5.6

Latvia 5.9 5.1

Lithuania 5.9 5.2

Source: for Russia - calculations by the Institute for Statistical Research and Economics of Knowledge of the State Higher School of Economics according to Rosstat; for EU countries - Eurostat, Benchmarking Access and Use of ICT in European Schools 2006.

according to a sociological survey conducted as part of the monitoring of the education economy, heads of vocational education institutions assess the equipment of the educational process with computers and office equipment as 64.786.4% of the required level (depending on the level of vocational education), programs and databases - as 54.1- 79.2%, Internet access - as 61.6-88.5% (Fig. 2).

The effectiveness of the introduction of ICT in education depends on the readiness of teachers to use these technologies in the educational process and their skills in using ICT. A survey of teachers of general and vocational education institutions showed that in 2009 about half of school teachers and teachers of primary vocational education institutions, 60% of teachers of secondary vocational schools and 68% of university teachers used a computer at work.

The use of information and communication technologies in education. Statistical overview

rice. 2 Security of the educational process in institutions

vocational education by means of ICT, according to estimates

heads of institutions, 2009

(in % of required level)

General education

institutions

576И1 4.3 1 ТГШ1ГТ Ш1 IT

Institutions

elementary

professional

education

Higher education institutions

0 2006/2007 account ha 2007/2008 account G.

and 2008/2009 academic year □ 2009/2010 G.

Source: Education Economics Monitoring. representative survey of heads of vocational education institutions. SU-HSE, Levada Center URL: http://education-monitoring.hse.ru

In 2006, the level of use of personal computers by teachers4 in EU countries averaged 75%, with a maximum of 96% in the UK and a minimum of 35% in Latvia (Table 2).

Table 2 Proportion of teachers using

personal computers in classrooms during the year, in the total number of teachers, by EU countries (%)

Country Proportion of teachers using personal computers Country Proportion of teachers using personal computers

EU-27 74.5 Italy 72.4

UK 96.4 Slovakia 70.3

Levels 1-3 of the International Standard Classification of Education are considered.

Statistics and sociology of education

The end of the table. 2

Share of teachers Share of teachers

givers, givers

Country of using lanes Country of using lanes

sonal sonal

computers computers

Denmark 94.6 Luxembourg 70.2

Sweden 90.9 Portugal 69.5

Netherlands 90.0 Belgium 69

Norway 89.4 Spain 68.2

Austria 87.9 Slovenia 67.6

Finland 85.1 France 65.5

Ireland 81.7 Poland 61.4

Iceland 79.5 Estonia 59.7

Czech Republic 78.3 Lithuania 59.3

Germany 78 Hungary 42.8

Cyprus 75 Greece 35.6

Malta 74.5 Latvia 34.9

Source: Eurostat, Benchmarking Access and Use of ICT in European Schools 2006.

Activity in the use of the Internet for educational purposes remains low: every fourth teacher of primary vocational education, one third of school teachers and teachers of secondary vocational schools; only among university professors there are more than a half of Internet users.

according to self-assessment of teachers, from 46 to 71% of teachers (depending on the type of educational institutions) have a good or very good command of standard computer programs, and 12-26% of special software (Table 3).

Table 3 Software skills of teachers, 2009

(% of the number of teachers surveyed)

Working knowledge of standard software

5 (very good) 21.5 24.5 27.8 37.0

4 28,0 21,8 29,4 34,3

3 26,8 19,1 21,3 18,0

2 7,2 8,5 5,6 4,1

The use of information and communication technologies in education. Statistical overview

end of table 3

Degree of software proficiency Institutions of general secondary education Institutions of secondary vocational education Universities

1 (very bad) 4.6 6.0 4.7 1.9

do not speak 6.6 15.1 6.3 1.9

Working knowledge of specialized software

5 (very good) 3.6 4.5 6.4 9.6

4 8,3 10,4 15,1 16,9

3 21,2 18,4 18,6 25,8

2 14,1 10,1 15,6 14,3

1 (very bad) 13.8 13.4 11.1 10.9

do not speak 30.7 36.2 24.7 16.4

Source: Education Economics Monitoring. representative survey of teachers of educational institutions. SU-HSE, Levada-Center. URL: http://education-monitoring.hse.ru

One of the promising ways to use ICT in the educational process is distance learning.

In the 2009/2010 academic year, 4.7 thousand, or 0.8%, graduates of state and municipal institutions of secondary vocational education mastered the educational program using distance learning technologies, in universities - 93 thousand graduates, or 6%. A certain optimism about the prospects for the development of this type of education is inspired by the results of a survey of heads of educational institutions: in the next year or two, every tenth institution of secondary vocational education and every fifth university plans to introduce distance education programs.

As for primary vocational education institutions, only less than 2% of them plan to use this technology.

Detailed statistical data on the provision of ICT facilities to educational institutions by levels of education and subjects of the Russian Federation are given in the Appendix (Tables 1-9).

At the beginning of the 2009/2010 academic year, 1069.1 thousand personal computers were used in general education institutions, including 835.3 thousand (78.1%) for educational purposes. Of the total number of computers, 52.7% are integrated into local computer networks, 49.6% have access to the Internet (Table 4).

Table 4 Personal computers in educational institutions (at the beginning of the 2009/2010 academic year)

Total Including

State and municipal daytime general education institutions Non-state general education institutions

Units Percentage of total Per 100 students Units Percentage of total Per 100 students Units Percentage of total Per 100 students

Number of personal computers, total 1069.1 thousand 100 1057.0 thousand 100 X 12.1 thousand 100

Used for educational purposes 835.3 thousand 78.1 6.3 826.4 thousand 78.2 6.2 8.9 thousand 73.5 12.4

As part of local area networks 563.5 thousand 52.7 4.2 555.8 thousand 52.6 4.2 7.7 thousand 63.6 10.8

With Internet access 530.5 thousand 49.6 4.0 524.8 thousand 49.6 4.0 5.7 thousand 47.7 8.0

Received in 2009 - - - 191.5 thousand 18.1 1.4 - - -

Source: calculations by the HSE Institute for Statistical Research and Economics of Knowledge based on Rosstat data.

Statistics and sociology of education

The use of information and communication technologies in education. Statistical overview

when comparing the indicators of provision with personal computers by institutions of different forms of ownership, it can be seen that in non-state schools they are twice as high as in state and municipal ones5.

The indicators of provision of schools with computer equipment and telecommunication opportunities vary greatly in different regions of Russia. in 2009, the gap was 11 times in terms of the provision of students with personal computers (11.1 computers per 100 students in the Chukotka Autonomous Okrug and 1.0 in the Republic of Ingushetia) and 23 times in terms of the provision of personal computers with Internet access (the extreme positions are occupied by those same regions with rates of 9.1 and 0.4 computers with Internet access per 100 students).

in 21 constituent entities of the Russian Federation, the provision of schoolchildren with personal computers with Internet access did not reach the lower value of the indicator under consideration for EU member countries (5.1 computers per 100 students in Latvia). these regions account for a quarter of students in general education institutions.

Efficient use of educational resources of global information networks implies not only the ability to connect to the Internet - it is implemented in 90.7% of state and municipal day schools - but also high-speed access 6. in every fifth school, the maximum speed for receiving / transmitting data via the Internet does not exceed 127 kbps, i.e. one third lower than modern requirements.

The most common type of access to global networks remains a modem connection via a switched telephone line: it is used by 46% of state and municipal daytime educational institutions, a little more than a third have leased lines, 11% use satellite communications.

the regional gap in terms of the share of schools with the maximum speed of Internet access is 2.1 times: 99.8% of state and municipal daytime educational institutions in the Kostroma region and 47.4% in the Republic of Tyva.

Active Internet users (institutions with a website) are 59.3% of state and municipal schools. 86.4% of schools have an e-mail address.

for reference: at the beginning of the 2009/2010 academic year, there were only 680 non-state general education institutions (1.2% of the total number of daytime general education institutions) with a student population of 71.2 thousand people (0.5% of the total number of students in daytime general education institutions).

with a data reception / transmission rate of 256 kbps and higher.

Statistics and sociology of education

Institutions of primary vocational education

Primary Vocational Education Institutions (VETs) provide students with general education and professional skills. modern skilled workers and employees need to be able to use ICT. however, compared with institutions of other levels of vocational education, the equipment of NVET institutions with ICT tools is the lowest. at the end of 2008, the provision with personal computers was 6.8 computers per 100 students, including 1.7 computers with Internet access (Table 5). These indicators are 1.7 and 3.4 times lower than the corresponding values for institutions of secondary vocational education and 2.5 and 7.2 times lower than those of universities7.

table 5 Personal computers in primary schools

professional education, 2008 (at the end of the year)

Number of computers As a percentage of the total Number of computers used for educational purposes, per 100 students, pieces

Total Including those used for educational purposes Total Including those used for educational purposes

Total Of them in computer science classrooms Total Of them in computer science classrooms

Personal computers 93.2 thousand 63.3 thousand 46.1 thousand 100 100 100 6.8

As part of local computer networks 44.4 thousand 34.4 thousand 29.2 thousand 47.7 54.4 63.4 3.7

Those with Internet access 23.5 thousand 15.9 thousand 12.8 thousand 25.2 25.2 27.8 1.7

Purchased in the reporting year 14.7 thousand 10.3 thousand 6.4 thousand 15.7 16.2 13.9 1.1

Source: calculations by the HSE Institute for Statistical Research and Economics of Knowledge based on Rosstat data.

Differences in the provision of students of NGO institutions with personal computers in the constituent entities of the Russian Federation reach 6.2 times (the maximum number of computers per 100 students is 15.5 in the Yamalo-Nenets Autonomous Okrug, the minimum is 2.5 in the Republic of Ingushetia), including with Internet access - 53 times (in the Magadan region 5.3 computers

Data on the use of ICT in NGO institutions are given as of the end of 2008, in institutions of secondary and higher professional education - as of the beginning of the 2008/2009 academic year.

The use of information and communication technologies in education. Statistical overview

with Internet access per 100 students, in the Karachay-Cherkess Republic - 0.1).

at the beginning of the 2009/2010 academic year, 210.1 thousand personal computers were used for educational purposes in state and municipal institutions of secondary vocational education (SVE), of which 155.7 thousand (74.1%) were integrated into local computer networks, 114 0 thousand (54.3%) had access to the Internet.

the provision of students with personal computers in Russia averaged 13.2 computers per 100 people. the maximum value of this indicator (56.9 computers) in the Chukotka Autonomous Okrug, the minimum - 4.0 computers - in the Chechen Republic. for personal computers with Internet access, the provision of students was 7.2, respectively; 28.1 and 0.5 computers per 100 students (the same regions occupy the extreme positions).

Institutions of secondary vocational education

The level of ICT equipment in Russian universities is quite high: 98.4% of universities are provided with personal computers, 94.6% - with Internet access, 70.6% of universities have a website on the Internet (Table 6).

781.6 thousand personal computers are concentrated in universities, of which 586.8 thousand (75.1%) are part of local area networks, 534.2 thousand (68.3%) have access to global information networks, in including 529.5 thousand (67.7%) - on the Internet. in 2008, the number of newly enrolled computers in universities amounted to 13.2% of the number of computers available at the end of the year (Fig. 3).

Institutions of higher professional education

Updating the park of personal computers in higher educational institutions (at the end of the year, thousand units)

100 90 80 70 -60 -50 -40 -30 20 -10 -0 -

Institutions of primary vocational education

Institutions of secondary vocational education

Universities EZ Computers and office equipment

E] Computer programs and databases

2014

SED: There are e-signatures, there is no significant turnover

According to Rosstat for 2013:

86.9% of state authorities of the constituent entities of the Russian Federation and local governments used electronic signature tools,

74.6 percent used electronic document management systems,

49.2 percent of the total volume of document circulation of state authorities of the constituent entities of the Russian Federation and local governments was carried out in electronic form.

At the same time, departmental electronic document management systems often do not provide a legally significant exchange of documents, and the provision of state and municipal employees with certificates of electronic signature verification keys remains at a low level.

Broadband internet access is low

At the end of 2013, according to Rosstat, the use of computer technology and broadband access to the Internet in the state authorities of the constituent entities of the Russian Federation, local governments and the social sphere remains insufficient, especially in sparsely populated and hard-to-reach areas. The share of authorities using broadband Internet access in the total number of these authorities, according to Rosstat data for 2013, is:

an average of 50.3 percent,
the share of organizations and households - 79.4 percent and 56.5 percent, respectively.

There is still a shortage of qualified specialists in the field of information technology.

Only 5% of government services have electronic forms and many do not work

Since 2010, one of the most important areas of regional informatization has been the provision of state and municipal services in electronic form. However, despite the significant costs, according to the monitoring of the quality of the provision of state and municipal services in electronic form for 2013, conducted by the Ministry of Economic Development of the Russian Federation, the forms for obtaining these services in the federal state information system "Unified portal of state and municipal services (functions)" are implemented for less than 5.5 thousand state and municipal services (which is 5 percent of the total number of services of public authorities of the constituent entities of the Russian Federation posted on the Single Portal), while a significant part of them are inoperative, which makes it impossible for citizens to remotely receive state and municipal services .

As of the beginning of 2014, 40 percent of regional portals of state and municipal services (hereinafter referred to as regional portals) use registration and authorization systems that are incompatible with the federal state information system "Unified Identification and Authentication System in the infrastructure that provides information and technological interaction of information systems used for the provision of state and municipal services in electronic form", which makes it impossible for citizens to use one account to receive state and municipal services on different portals.

IT in health care and education of subjects of the Russian Federation

Significant expenses were incurred for the introduction of ICT in the sectors of the economy and the social sphere of the constituent entities of the Russian Federation, primarily in healthcare and education. However, the formation of the information and telecommunications infrastructure of state authorities, as well as state and municipal institutions, is often carried out in isolation, does not take into account the need for joint work of information systems and is not always aimed at improving the quality of state and municipal services provided to citizens. This leads to an unreasonable increase in the number of software and hardware solutions used, excessive costs and reduces the effectiveness of the use of information and communication technologies in the regions.

The different level of budget expenditures of the regions of the Russian Federation for informatization remains. In terms of one inhabitant, these expenses differ by more than 100 times - from 2.5 thousand rubles in Moscow to 22 rubles in the Chechen Republic per inhabitant per year.

The article, first of all, considers the importance of statistical information and the place of statistics for the analysis of the economic and social situation in the country when making decisions at any level of government. The authors review the existing traditional methods of teaching statistics. Foreign teaching experience is analyzed, various approaches to teaching statistics in higher educational institutions are highlighted. The use of a combined methodology is proposed, including both traditional methods and elements of interactive technologies, the advantages and disadvantages of traditional and innovative methods of teaching statistics are shown. The article provides an example of a case developed by the authors, including text, video materials, a task and an information base on this issue. It is assumed that the use of this technique will increase interest in the study of statistics and will allow students to be more actively involved in simulating the solution of real problems.

traditional teaching methods

methods of studying statistics

interactive teaching methods

mini cases

case study method

1. Vinogradova N.M., A.A. Chuprova // Scientific notes on statistics, vol. III / ed.: Livshits F.D. - M.: Publishing House of the Academy of Sciences of the USSR, 1957.

2. Method of statistics [Electronic resource] - Access mode: http://statistiks.ru/component/content/article/1-stati/16-method-stat (accessed 20.12.2013).

3. Nuriakhmetov R.R. Perspective approaches to teaching statistics to students of non-mathematical specialties // Bulletin of the Novosibirsk State Pedagogical University: Electronic journal. - 2012. - No. 3(7). – URL: http://vestnik.nspu.ru/ (accessed 12/20/2013).

4. The educational standard of the Federal State Autonomous Educational Institution of Higher Professional Education "National Research University" Higher School of Economics "approved by the Academic Council of the State University-Higher School of Economics Minutes dated 02.07.2010 No. 15. - 12 p.

5. Statistical graphs [Electronic resource] - Access mode: http://marketoff.ru/text.php?art = 1292 (date of access: 20.12.2013).

6. Surinov A.E., On the development of the system of state statistics in Russia in 1811-2011 // Russian state statistics and challenges of the XXI century: abstracts of reports. International scientific-practical. conf. (Moscow, June 23-24, 2011). - M., 2011. - 24 p.

7. Center for statistical analysis. Tabular method. [Electronic resource] - Access mode: http://statmethods.ru/konsalting/statistics-metody/142-tablichnyj-metod.html (date of access: 12/20/2013).

8. Encyclopedia of statistical terms. Volume 1. [Electronic resource] - Access mode http://www.gks.ru/free_doc/new_site/rosstat/stbook11/book.html (date of access: 12/26/2013).

9. Georgieva N.Y., Shakina M. A. Education Quality Improvement Via Creating and Introducing Modern Tools of Interactive Teaching // International Journal of Arts and Sciences. - 2011. - Vol. 4. – No. 21. – P. 53–73

The Importance of Statistics in the Modern World

The modern period is characterized by an increase in the number of problems that arise in society, as a result - an expansion in the number of tasks that can reduce the severity of these problems and be addressed. At the same time, the problem of obtaining relevant, reliable, timely information increases many times due to the high dynamism and uncertainty of the external environment. This, in turn, implies a high level of development of the statistical system.

Reviews of the Russian statistical system conducted in 2010 by the International Monetary Fund and the OECD showed that statistics in the country are at a fairly high level. Russian specialists are members of various UN task forces on national accounts, integrated economic statistics, demography, agricultural statistics, and short-term indicators. The Russian Federation, since 1993, has been a permanent participant in the UN Program for International Comparisons. In our case, we can consider the development of the statistical system in Russia as a positive factor characterizing the improvement in the quality of information that many specialists, in particular, economists, can use in their work. Given that the profession of "economist" is one of the most demanded in the labor market, we can say that high-quality information, as well as the ability to use it, calculate and analyze it, is of no small importance in educating the qualities necessary for an economist as a specialist. An economist must have a certain set of knowledge, skills, and competencies. This set includes both basic knowledge and special methods of economic analysis, knowledge of statistics, etc.

The importance of statistics and statistical research is increasing for a number of key reasons. The data obtained as a result of statistical research, in particular economic data, are intended to serve both public and private and public interests, therefore, official statistics should provide relevant data in this area. The modern period is characterized by the presence of large information flows and large capacities for information processing. Thus, there is a need for information on a wide range of topics, which can provide a basis for both aggregated macroeconomic calculations and cross-sectional data, and for obtaining microdata used in short-term calculations.

Overview of Russian experience in teaching statistics

Economic and social statistics is the official source of all information in the country and a tool for functional diagnostics. That is why universities pay great attention to the study of statistics. This discipline is basic and at the first zero level of study, students get acquainted with the theory of observational statistics and general techniques and methods. This is followed by an introduction to real information and an introduction to the methods of collecting and analyzing information. This process should be aimed at developing students' skills in using the received tools in order to make decisions on forecasting, planning, writing scenarios for the development of a company, industry, region, country and the world community as a whole. Various methods are used to develop these skills.

One of the creators of the methods of teaching statistics in Russia is A.A. Chuprov. The principles and methods that he laid down in his own system in many respects distinguish the "Russian type" of teaching statistics. They introduced the mandatory development of a sufficient amount of factual material, the same was applied when checking the application of the correlation coefficient.

From Chuprov's point of view, the higher school is both an educational and scientific organization. At the same time, the task of university teaching statistics A.A. Chuprov understood it as a process of instilling a statistical culture, and not the transfer to students of a certain, clearly limited set of skills and abilities. He thought it was not difficult to make statistics boring, it was difficult to get students involved. To solve such a problem, a number of techniques were needed, each intended for a specific purpose. So, for example, additional lectures were given to students so that they could conduct non-systematic analysis. I would especially like to note that only in an atmosphere of lively interest, motivation and involvement of students will training go on as usual. It is important that work with students should not have a rigid structure and inflexible form, but, on the contrary, be flexible and diverse in form. At the same time, there were some common and characteristic features, of which three main ones can be distinguished:

1) collective work of the seminar participants;

2) the leader is directly involved in the work of all participants, sincerely interested in the results of this work;

3) mandatory work on specific material.

Overview of methods for teaching statistics

The traditional methods used in statistics include quite a lot of methods, these are the method of relative and average values, the method of grouping statistical data, the index method, the method of studying correlation dependencies.

One of the widely used methods is the tabular method - a method of data aggregation at the stage of primary descriptive data analysis. A statistical table is a system of rows and columns in which statistical information about the phenomenon or process under study is presented in a certain sequence. The presentation of information in a visual and familiar form for us - in the form of tables - is a statistical method of presenting data. In order for the numbers in the table to be “read”, it is necessary to be able to correctly build and format tables. The tabular method of displaying statistical data is of universal importance; it is used in all fields of activity. The most convenient way is to present the arrays of data about the object under study in the form of a pivot table. With the help of statistical tables, the data of the results of statistical observation (surveys, studies, etc.), summaries and groupings of data are presented. A statistical table is a form of compact and visual representation of information.

Describing the graphical method, we can say that it is a continuation and addition of the tabular method. If something goes unnoticed while reading the table, it is found on the graph. The use of graphs in statistics has more than two hundred years of history, it was then that the use of various methods of graphical representation of statistical data (linear, bar, sector and other charts) began for the first time. Statistical graphs show the general picture of the phenomenon under study, give its generalized representation. With a graphical representation of statistical data, the comparative characteristics of the studied indicators become more expressive, the development trend of the phenomenon under study is more clearly manifested, and the main relationships are better seen. A special place is occupied by graphical methods in statistics and economics, since these sciences use a large number of figures summarized in bulky tables. A statistical graph is a drawing on which statistical data is depicted using lines, dots or other symbolic signs. A statistical graph is a visual characteristic of the studied statistical population. On the one hand, the use of graphs to present statistical indicators makes it possible to provide illustrativeness, facilitate their perception, and in many cases helps to understand the essence of the phenomenon under study, its patterns and features, to see its development trends, the relationship characterizing its indicators. On the other hand, graphical methods help to describe and analyze the data obtained as a result of a statistical study of objects. With the help of statistical graphs, you can easily identify patterns that are difficult to capture in statistical tables. I would also like to note that a correctly constructed graph makes statistical information more expressive.

In the process of development of educational technologies, various approaches to the justification of various methods were formed. So, for example, the activity approach to the justification of statistical methods is based on the fact that any knowledge came into being to perform some kind of practical activity. Thus, the task of the teacher, arising from this provision, is to organize the activities of students in such a way that they need the same knowledge to carry out this activity. . On the other hand, practical activities could be carried out without relying on any knowledge, if there were no contradictions that prevent the implementation or improvement of its activities. In other words, knowledge has emerged and is emerging in order to resolve certain contradictions that stand in the way of the acting subject. In the same phenomenon lies the essence of the so-called problem-based approach to learning. Existing textbooks and applied traditional methods, apart from the inefficient waste of time and energy on memorizing "adapted" educational material, do not lead to any serious advancement of students in the field of statistics. Students get a very distorted view of the scientific method as well. Thus, some teachers carry out educational activities also taking into account the historical path of statistics to its current state. This kind of problematic approach can be called the history-oriented principle of learning. There is also a logical-semantic component in the teaching of statistics. It is important that the methods of mathematical statistics turn out to be of little use without their support by decision theory. Indeed, in life or professional activity, a person, faced with a particular problem, must choose the actions necessary to resolve it. At the same time, the use of statistical methods may not be supposed to solve the problem. Practice shows that in most universities of the country teaching is conducted using traditional methods. Thus, there is a need to develop a methodology or its elements that combine the most effective methods to most effectively solve the problems of forming certain skills among students.

Interactive elements of the methodology proposed by the authors

The authors tried to introduce some interactive elements into the educational process of teaching the course "Social and Economic Statistics" organized by traditional methods. Currently, the course "Socio-economic statistics" is taught at the 1st, 2nd, 3rd courses of the Faculty of Economics for the direction 080100.62 "Economics" of the bachelor's degree. At the National Research University Higher School of Economics-Perm, the course belongs to the subjects of the professional cycle. The course is obligatory, the total labor input is 108 hours, it is read in the first and second modules. The distribution of the classroom load is presented below:

This form of conducting seminars has both pluses and minuses. The positive aspects of the traditional methodology include, firstly, the possibility of regular knowledge control, and secondly, a large database of typical tasks on the course topics being studied, which allows you to form. Currently, the course "Socio-economic statistics" is taught at the 1st, 2nd, 3rd courses of the Faculty of Economics for the direction 080100.62 "Economics" of the bachelor's degree.

On the 1st course 36 hours, including lectures - 18, seminars - 18.

On the 2nd course 36 hours, including lectures - 18, seminars - 18.

On the 3rd course 36 hours, incl. lectures - 18, seminars - 18.

Seminars are held in the traditional form, which involves regular microcontrol and the development of skills for solving typical problems on the topics of the theoretical material covered.

the ability to analyze the initial data necessary for the calculation of economic and socio-economic indicators;
the ability to analyze and process the data necessary to solve the set economic problems;
the ability to choose tools for processing economic data in accordance with the task.

The disadvantages include the lack of opportunity to show creative initiative. In addition, the standard tasks used contain conditional data, which, of course, reduces the effectiveness of their application, because they do not reflect the real course of economic processes taking place in society. Thus, there was an objective need to develop new elements, including them in the methodology of teaching socio-economic statistics. Such elements, according to the authors, include the case study method, which can be included in the group of interactive methods. It is the most adaptive, with elements of creativity, research workshop.

The methodology proposed by the authors “Using a case study in conducting seminars on the course “Socio-economic statistics” is based on a combined approach that involves the use of both traditional methods and the inclusion of innovative elements. Cases and mini-cases act as innovative elements. We understand a mini-case as a real situation that arises at a given moment in time and contains information about the analyzed economic phenomenon. The database of mini-cases should be constantly updated, so the main idea of using them is to be as close to the real situation as possible. At the same time, the solution of mini-cases can be one of the forms of a control event or homework.

Mini-cases on the same topic for different periods of time can form the basis for the development of a large case, which can also be used in the work to analyze the dynamics of the economic phenomenon under consideration. The authors develop cases on topics that are closest to the perception of 2nd year students, on which you can find additional information, make a retrospective review and further conduct a dynamic analysis.

These are topics such as:

population statistics.

In particular, indicators of the natural movement of the population (fertility, mortality, survival, average life expectancy, age and sex structure of the population).

labor market statistics.

The topic is very interesting in comparative analysis (indicators of employment, unemployment, labor force replacement, indicators of tension in the labor market). Interpretation of the obtained indicators, dynamic analysis of the given indicators and possible conclusions.

Population standard of living statistics.

Real situations used in the learning process make it possible to see changes in indicators of living standards, compare consumer baskets for different segments of the population, analyze the reality of the subsistence minimum, and analyze the differentiation of incomes of the population.

This technique involves the development and use of cases on all other topics of the course. A case can contain not only the necessary information, but also background information, which allows you to form the skill to navigate information flows and cut off unnecessary information.

The advantages of using the case study methodology include the following: creating a creative environment in seminars, bringing case studies closer to the real situation, increasing interest in the subject being studied, involving students in discussing the real economic situation and gaining forecasting skills, which is extremely important for becoming a bachelor of economics.

It should also be noted that the inclusion of elements of the case study methodology in the conduct of seminars allows more effective formation of the following professional competencies:

the ability to collect, analyze and process statistical data, information, scientific and analytical materials necessary to solve the set economic tasks (PC 14);
the ability to choose tools for processing economic data in accordance with the task, analyze the results of calculations and justify the conclusions (PC 5);
the ability, using domestic and foreign sources of information, to collect the necessary data, analyze them and prepare an information review and / or analytical report (PC 8, PC 9).

The described methodology involves the following stages of evaluating the solution of a case task:

1) the ability to choose professional information - 10%;

2) formalization of the task - 10%;

3) application of the studied statistical techniques and methods for solving problems - 20%;

4) the ability to analyze the received data - 30%;

5) the ability to interpret the received data - 30%.

As an example, consider the case “Does Berezniki have a future”, developed by the authors. The case is a methodological complex, including:

Video case "Does Berezniki have a future", which shows the problems that have arisen in recent years for residents and the city administration. The video case allows you to determine the directions of statistical analysis, to think about and highlight groups of indicators by topic. An important factor is the emotional impact on students, allowing them to combine dry numbers and formulas in their minds with real events.
Text description of the video case.
Statistical materials from the collections “Perm Territory in Figures, 2012”, “Statistical Yearbook of the Perm Territory. 2012".
Tasks for the case by topic
Infobase - addresses of sites where you can find information for the calculation and analysis of statistical indicators.

Text of the case “Does the Berezniki have a future?”

Berezniki… used to be a city of white birches. And today it is associated only with failures. After the first failure that happened on the territory of the first mine administration in July 2007, an article about the city appeared in Forbes magazine, which began with the lines: “The main problem of this city is that it exists.”

Today Berezniki is the second largest city in the Perm Territory, one of the centers of the chemical industry in Russia. The basis of the city's economy initially was and remains large industrial enterprises. Such as VSMPO-AVSIMA Corporation, the only one in Russia that produces titanium sponge. The company "Uralkali", which carries out more than 40% of the total industrial production in the city and produces about 13% of all potash fertilizers in the world, a branch of OOO Management Company "Uralchem" ("Nitrogen") (ammonia, ammonium and sodium nitrate, complex liquid fertilizers). The presence in the city of Berezniki of a powerful raw material base made it possible to create a complex of closely related technologies for the production of soda, soda products and chlorine derivatives. The products of JSC "Soda-Chlorate", as well as JSC "Berezniki Soda Plant" (JSC "BSZ") are widely used in the chemical, glass, pulp and paper, electronic, oil refining and other industries. A controlling stake in OAO BSZ was acquired by the Belgians. In total, about 2.5 thousand enterprises and organizations of various forms of ownership operate in the city.

In October 2006, an uncontrolled inflow of groundwater occurred at one of the sections of the First Mine of Uralkali OJSC. Due to the washing out of the rocks, there was a threat of soil collapse.

In July 2007, the first sinkhole occurred on the territory of the mine in the area of the technical salt factory. Uralkali specialists say that this is possibly the largest sinkhole in the world that has arisen as a result of human activity. The dimensions of the funnel were 50 by 70 meters, the depth was about 15 meters. By November 2008, the funnel had grown to 440 by 320 meters.

At BRU-1, work begins on laying mine workings under city blocks. In addition, work begins on the resettlement of people from the danger zone located near BKPRU-1. The building of the Potash Workers' Palace of Culture, one of the most beautiful buildings in the city, was demolished.

However, the first failure happened much earlier: in early March 1986, the BKPRU-3 mine was flooded as a result of an accident. On the night of July 26-27, to the north of the salt dump of the plant, in the forest, the first failure was formed, which was accompanied by an explosion of gases and powerful light flashes. In August, the sinkhole filled with water. This failure did not have any impact on the city, since it is located far outside the city, it only affected the activities of the Uralkali company. After that, the third mine ceased to function.

The next failure occurred on November 25, 2010. A freight train departing from the Berezniki station had its auto brakes activated. Under the 22nd car, the drivers discovered a sinkhole. After that, the sagging wagon was uncoupled. Three days later, a sharp development of the failure began. By the end of November, the sinkhole reached 100 meters wide and 40 meters long.

Another, third failure occurred on the territory of a subsidiary of Uralkali in December 2011. Its dimensions were 15 by 10 m. Settlements were recorded in the center of a nearby road junction. On February 9, 2012, the dimensions of the crater were 82 by 64 m. On the same day, a collapse of soil with an area of 18 by 20 meters occurred in the area of the southern side of the crater. The collapse site is connected to a funnel and filled with water.

Even after the flooding of the BRU-1 mine, when ground movements intensified in the city, the number of emergency buildings increased sharply, although cracking of the walls in some houses was observed until 2007. Municipal and regional authorities began to take measures to relocate residents from emergency houses. Initially, the danger zone was designated in the area of Reshetov Square, approximately within a radius of 1 km from the so-called carnallite zone (BRU-1 checkpoint). Residents from the area were resettled, school number 26 was closed. The resettlement of people goes to the microdistrict "At the pond" and on the right bank.

Later, the resettlement of people from houses began in two more districts: the intersection of st. Sverdlov and st. Anniversary. According to the official version, construction flaws, including the lack of constructive measures to protect against subsidence of the earth's surface, which were not thought out by builders in the 1960s and 1970s, became the cause of the formation of cracks and the destruction of houses. According to the newspaper "Berezniki Evening" for 2012-2013. it is planned to resettle about 30,000 square meters of housing, which is approximately 700 apartments.

To date, Berezniki is being monitored comprehensively, to a greater extent, not so much about the failures themselves, but about the city in general. “The forecast is current - so far we do not see any very strong complications in the near future. The forecast is carried out in almost real time, so it is updated every time,” says the director of the Mining Institute of the Ural Branch of the Russian Academy of Sciences.

The situation that happened in the city of Berezniki is not only Russian practice. However, in the West, mines are usually located far from settlements so that the danger of sinkholes does not threaten houses and buildings. But Berezniki, a city of 154,000 that began as a workers' settlement, was built right above the mines. The lack of a distinction between settlement and working area is a remnant of Soviet Union policy, according to The New-York Times. Despite this, history knows cases of such failures. For example, in Germany, in Poland. In November 2010, in a residential area of the German town of Schmalkalden in Thuringia, the soil collapsed twice. Also a striking example of interference in the natural process of the human factor is West Florida, USA. In December 2010, a major sinkhole opened up in Hillsboro County, Florida, at a solid waste landfill. In general, the damage caused by karst phenomena in the United States alone annually amounts to 15 billion dollars.

Today, many are worried about what will happen to the city next. Does it remain uninhabitable? During the first failures, many residents of Berezniki did not hide the fact that they feel like people living on a delayed-action mine. Fears that subsidence over the worked-out mines, located under the railway and residential areas, could leave the city without transport, and people without housing, made many seriously consider moving to neighboring cities. According to the census data from 2006 to 2011, the population decreased by 6.5%. In many ways, this can be explained by the sharp changes in the situation on the housing market in Berezniki and nearby areas. In Berezniki, housing prices have fallen sharply, while in other cities they have risen sharply.

At the moment, there is no panic in the city, especially since 5 years have passed since the first failure (we consider the situation at BKPRU-1). The construction of the fifth mine administration begins. The Urals is becoming a point of attraction for global investment, says Andrew Cranston, managing partner in Russia and the CIS of one of the largest international audit and consulting companies KPMG.

The infrastructure in the city is well developed, trade and business centers are opening and developing, medicine is developing. Various cultural events are held annually in the city's central park. In addition, there are other places that have already become favorites for Berezniki residents: Triangular Square, Ryabinovy Square, Palaces of Culture and others.

In addition, the situation in the city is favorable for the development of business, the level of effective demand has increased - the growth of the average level of wages.

Thus, the city has both its problems and its advantages.

Task for the case “Does Berezniki have a future?”

Topic: Statistics of the standard of living of the population

Determine the system of indicators necessary to characterize the standard of living of the population, the most commonly used in assessing the standard of living.
Assess the dynamics of general indicators of the standard of living of the population in the Perm Territory for the period 2006-2011:
- Structure of actual consumption of households.
- The composition and use of cash income.
- Funds ratio.
- Gini coefficient.
Assess the dynamics of the average monthly nominal accrued wages. Calculate the real average monthly wage in the city of Berezniki for the period 2006-2011.
Compare the growth rates (basic and chain) of changes in the indicators of the average monthly wage in the Perm Territory and the city of Berezniki.
Display graphically the results of the calculations performed in paragraphs 2, 3 and 4 using the EXEL editor.
Compare the average monthly wage with the subsistence minimum in dynamics and determine the population with incomes below the subsistence minimum in the total population of Berezniki.
Interpret the results.
Describe the demand for labor in 2012 in the city of Berezniki.
Prepare a presentation on the work done in the Power Point editor. Performance no more than 7-10 minutes.

For work, you can use the materials of the sites:

http://permstat.gks.ru/wps/wcm/connect/rosstat_ts/permstat/ru/statistics/standards_of_life.
http://www.berczn.ru/index.php?option = com_content&view = article&id = 82&Ite.

As mentioned above, tasks for a case can be formed on different topics. In the appendix to the case, the data of statistical tables from reference books and statistical reports are laid out. This case is a demonstration case, that is, it does not require the use of data to develop solutions.

Approbation of the elements of the methodology showed that the assumption that the most effective is the use of a combination of traditional and innovative methods is correct. When conducting feedback, it was revealed that students better absorb the proposed material and feel involved in the work. Many students who come to study from the regions of the Perm Territory are more motivated to study the course "economic and social statistics", as they see the real results of calculations for the region and city from which they came.

The authors assume at the next stage the development of not only demonstration cases, but also training cases, which require a confident knowledge of the skills of calculating and analyzing statistical values in order to develop options for a management decision.

Reviewers:

Andrunik A.P., Doctor of Pediatric Sciences, Professor of the Department of Management of the Perm Institute (branch) of the Russian State University of Economics, Perm;

Plotnikova E.G., Doctor of Pediatric Sciences, Professor of the Department of Higher Mathematics, Perm Branch, National Research University Higher School of Economics, Perm.

The work was received by the editors on December 30, 2013.

Bibliographic link

Gordeeva E.S., Shakina M.A. USE OF INTERACTIVE METHODS IN TEACHING STATISTICS // Fundamental Research. - 2013. - No. 11-7. - S. 1423-1430;
URL: http://fundamental-research.ru/ru/article/view?id=33358 (date of access: 03/15/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

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Statistics on the use of information and computer technologies in the Russian Federation

Maksimov M. (BSTU, Bryansk)

The relevance of the issue of using information and computer technologies (ICT) lies in the fact that ICTs play a key role in the development of innovations in many areas of society: state and municipal government, business, education, healthcare, culture, security and public life. Information and computer technologies are a set of methods, production processes and software and hardware tools integrated with the aim of collecting, processing, storing, distributing, displaying and using information in the interests of its users.

Among the indicators that take into account statistics on the use of ICT, the following are usually used: the share of organizations using personal computers/Internet in the total number of relevant facilities; the share of employees using personal computers/personal computers with access to the Internet in the total number of employees of organizations; the share of organizations that have a Web site in the total number of relevant objects; distribution of organizations by type of connection to the Internet (as a percentage of the total number of relevant facilities); the share of organizations using the Internet to receive (transmit) orders for goods (works, services).

In 2016, Russia dropped by 8 lines in the ranking of countries in terms of the level of development of the UN e-government, but improved its position in a number of other innovative world rankings. Official data on government spending on ICT in 2015-2016 missing. Experts do not come to a consensus not only about their volumes, but also about the dynamics of change in recent years - their estimates range from -10% to +10%. However, the large state projects that have been launched allow us to hope that the government sees ICT as one of the most important tools for economic development. information computer technology storage

Experts estimate dynamics of development of the IT market in a public sector in 2015 differently - one speak about 10% falling, others - about 10% growth. Today, a number of large-scale government IT projects have started, which allows us to hope that at least the level of government IT spending in 2016 will remain at the same level.

According to Rosstat, in 2015 the expenditures of the state budget and non-budgetary funds under the item "Communication and Informatics" amounted to ?87.5 billion, including ?31.2 billion - federal budget expenditures, ?56.9 billion - consolidated budget expenditures subjects of the federation.

At the end of 2016, according to Rosstat, the use of computer technology and broadband access to the Internet in the state authorities of the Bryansk region, local governments and the social sphere remains insufficient, especially in sparsely populated and hard-to-reach areas. The share of authorities using broadband Internet access in the total number of these authorities, according to Rosstat data for 2016, is:

an average of 50.3 percent,

the share of organizations and households - 79.4 percent and 56.5 percent, respectively.

According to CNews, Russian regions in 2016, taking into account subsidies from the Ministry of Telecom and Mass Communications, plan to spend about £74 billion on ICT, which is 1.8% more than in 2015 (£72.7 billion).

	Total spending on ICT, pmln	Dynamics of total spending on ICT 2016/2015	Region spending on ICT (regional budget), mln	subsidies from the federal budget, mln


St. Petersburg
Moscow region
Kaluga region
Smolensk region
Belgorod region
Oryol Region
Voronezh region
Bryansk region

There is still a shortage of qualified specialists in the field of information technology.

Since 2016, one of the most important areas of regional informatization has been the provision of state and municipal services in electronic form.

The use of ICT by industry is presented in Table 1.

Table 1 - Use of ICT by industry, in %

The availability of a website for organizations by industry is presented in Table 2.

Table 2 - Availability of a website by organizations by industry, in %

The different level of budget expenditures of the regions of the Russian Federation for informatization remains.

ICT expenditures by industry, as a percentage of the total of the corresponding type of activity in 2016, are presented in Table 3.

Table 3 - ICT spending by industry, in % of the total of the corresponding type of activity in 2016

The main indicators of the use of information and communication technologies are presented in table 4.

Table 4 - Main indicators of the use of information and communication technologies

Indicators	Number of organizations surveyed	As a percentage of the total


Personal computers
Computers of other types

Email
global networks

So, for example, if in 2014 93.7% of organizations surveyed by Rosstat had a PC, in 2016 there were 93.8% of them, in 2015 78.3% of organizations used the Internet, and in 2016 - already 82.4%. The number of organizations using local area networks, e-mail, and having their own websites also grew.

One of the areas of application of ICT in the Bryansk region is electronic services. Currently, residents of the Bryansk region can receive more than 300 services electronically. This includes enrolling in a school or seeing a doctor, filing various certificates and requests, the ability to keep track of fines and payment of taxes, etc. Moreover, some services become available not only from a regular computer, but also with the help of communicators and tablets.

The types of economic activity of enterprises in the Bryansk region are very diverse in terms of the nature and degree of use of ICT. Such a variation is an attribute of mass phenomena, to which the sphere of informatization of the regional economy also belongs.

The main directions of ICT development in Bryansk, Bryansk region:

Implementation of research and contractual work in the field of ICT.

Expansion and improvement of the material and technical base of informatization (automated workstations, telecommunications equipment, presentation equipment, specialized software and hardware systems, etc.).

Development and support of the infrastructure of a multi-service computer network, providing access from this network to the resources of the global Internet computer networks.

Development, development and support of regional Web-resources (official sites, specialized sites and Web-portals).

Development of telecommunication services and services (webinars, distance education, etc.).

Organization and conduct of advanced training courses on the implementation of ICT.

Conducting scientific-technical and scientific-methodological conferences, seminars, workshops for employees of enterprises, representatives of universities in the Bryansk region on the use of new information technologies.

Implementation and support of licensed software.

Thus, with the consistent solution of the given measures, the Bryansk region will reach the required level of information development of the information society.

Bibliography

1. Informatization of the Bryansk region. - Access mode: http://www.bryanskobl.ru/

2. Strategies for the socio-economic development of the Bryansk region until 2025. Administration of the Bryansk Region, Decree of June 20, 2008, No. 604, 2008. - Access mode: http:// www.bryanskobl.ru/

3. Strategy for the socio-economic development of Bryansk for the period up to 2025. [text] + [electronic resource]: monograph / A.V. Taranov and others, under the general editorship of Erokhin D.V. - Bryansk: BSTU, 2011. - 593 p.

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2014

SED: There are e-signatures, there is no significant turnover

Broadband internet access is low

Only 5% of government services have electronic forms and many do not work

IT in health care and education of subjects of the Russian Federation

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