THE IMPLEMENTATION AND USE OF ICT FOR SUPPORT FOR TEACHING STUDENTS - SPECIFICALLY GEOGRAPHY

Implementation of ICT in the educational process has allowed us especially in the last decade to fully develop cognitive and psychomotor skills of students. A typical example is the use of multimedia, through which the learner gradually formed and developed their skills in the area of sensory perception. The authors address issues of multimedia in education in Slovakia and the Czech Republic (Milkova, Magdin, Trojovsky ...) indicate that, multimedia applications can be of great assistance in achieving active engagement. Multimedia provides teachers with an excellent chance to demonstrate and visualize the subject matter more clearly and comprehensibly, as well as enabling them to prepare study material that optimizes students' study habits. Moreover, various multimedia applications appropriate to course subject matter may be created by students themselves based on a script given by the teacher and this close cooperation between teacher and students can deepen students' interest in the subject. In the paper we discuss the possibilities of using multimedia teaching specific applications ("blank map"). This multimedia program is determined for support for teaching students, specifically Geography. In the teaching of geography are used also non-textual and image components material. The geographical textbook contains also pictures, graphs, photographs, diagrams, maps, cartograms and cartodiagrams chart and "blank map". Some of these elements only illustrate and supplement the curriculum, others may its clearness and visibility very significant contribution to the understanding of its essence. The condition is a level of graphic quality and appropriate textual description, which also may include additional questions or suggestions for the role of self-teaching activity. Working with the map should be part of teaching for teachers and students for practical learning activities during each lesson. It is necessary to illustrate curriculum appropriate examples show how is given process or phenomenon of spatial distribution on the surface. Regularity in the use of maps is essential for students and therefore to acquire the ability to work with maps of different size, scale and content. From what students know see from the map, we can conclude that truly understand the concept of a geographical fact.