Abstract
The article actualizes the problem of improving the process of teaching informatics in a secondary comprehensive school. It was noted that the technology of using mobile learning tools was covered by scientists J. Attewell, K. L. Buhaichuk, I. O. Zolotareva, V. V. Osadchyi, D. L. Revenaugh, A. M. Trush and others. V. O. Kuklev, Ye. D. Patrakin, A. A. Fedosieiev, B. Banister and others highlighted prospects and possibilities of mobile learning in their works. M. Yu. Novikov raised the question of possibility to use mobile technologies in the school curriculum of informatics in senior classes. However, the use of mobile technologies by secondary school students while studying informatics has been hardly covered in home researches.
 Having analyzed scientific methodological literature and the Internet resources there was generalized the experience of introducing mobile technologies into the process of teaching informatics in a secondary school. There were given the definitions of notions “mobile technologies”, “mobile learning technologies”, “mobile informational and communicative technologies”. The authors understand mobile technologies as learning technologies based on the use of mobile devices (Mobile phones, smart phones, communicators, pocket computers, tablet computers), mobile attachments (programs for mobile devices), services (receiving, storage, processing, search, transfer of data and others with the help of a mobile device), and mobile communication facilities (GSM, WAP, GPRS, Bluetooth, WiFi, IMax) in the process of learning.
 There was analyzed the existing program software for operational systems Windows 10 Mobile, Android, iOS intended for education. On the basis of this there were singled out mobile attachments to be used at informatics lessons from the 5th to the 9th grades according to curriculum topics. In particular, while learning the topic “Algorithms and their performers” to study basic algorithmic structures (sequence, repetition, branching, conditions, functions, cycles, repairing) it’s offered to use such mobile attachments as Coddy, Lightbot, Robozzle. In the 8th grade in order to make acquaintance with the programming environment and to study the ways of creating a software project, the topic “Basis of event-driven and object-oriented programming” should be learnt with the help of such programs as AIDE-IDE for Android Java C++, Java Editor, Pocket Code, Scratch, iBlocks Blocky, CB1 Blockly, MIT AI2 Companion. The authors draw to the conclusion that every topic in informatics in a secondary school can be learnt with the help of mobile attachments. Given examples of using mobile attachments (Robozzle Droid, «Kahoot!») at informatics lessons in the 6th and the 8th grade demonstrate various possibilities of mobile software in studying informatics.
 Survey results of effectiveness of mobile technologies while learning informatics in a secondary school which were provided prove the reasons of using mobile technologies at informatics lessons and while doing home tasks.
Highlights
The use of mobile technologies by secondary school students while studying informatics has been hardly covered in home researches
Having analyzed scientific methodological literature and the Internet resources there was generalized the experience of introducing mobile technologies into the process of teaching informatics in a secondary school
The authors understand mobile technologies as learning technologies based on the use of mobile devices (Mobile phones, smart phones, communicators, pocket computers, tablet computers), mobile attachments, services, and mobile communication facilities (GSM, WAP, GPRS, Bluetooth, WiFi, IMax) in the process of learning
Summary
Використання мобільних технологій у процесі навчання інформатики у середній школі Катерина Осадча, Анжеліка Бабич. The use of mobile technologies by secondary school students while studying informatics has been hardly covered in home researches. The authors draw to the conclusion that every topic in informatics in a secondary school can be learnt with the help of mobile attachments. Ю. підіймав питання можливості застосування мобільних технологій у шкільному курсі інформатики. Проте застосування мобільних технологій у процесі вивчення інформатики учнями середньої школи у вітчизняних дослідженнях майже не було висвітлено. Вчителі не мають достатньої кількості методичних розробок для впровадження мобільних технологій в процес навчання. Мета статті полягає у доведенні доцільності та ефективності впровадження мобільних технологій у процес навчання інформатики у середній школі. Для цього були поставлені такі завдання як вивчення досвіду використання мобільних програм у процесі навчання інформатики; узагальнення властивостей існуючих мобільних програмних засобів для вивчення інформатики; аналіз шляхів використання мобільних програм у процесі навчання інформатики учнів середніх класів, надання практичних рекомендацій щодо використання мобільних технологій у викладанні інформатики у середніх класах та перевірка ефективності впровадження цих технологій у процес навчання інформатики у середній школі
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