The article describes the conceptual apparatus for implementing the Information Communications Technologies (ICT) in education. The authors suggest the classification variants of the related teaching methods according to the following component combinations: types of students work with information, goals of ICT incorporation into the training process, individualization degrees, contingent involvement, activity levels and pedagogical field targets, ideology of informational didactics, etc.  Each classification can solve the educational tasks in the context of the partial paradigm of modern didactics; any kind of methods implies the particular combination of activities in educational environment.

The whole spectrum of classifications provides the informational functional basis for the adequate selection of necessary teaching methods in accordance with the specified goals and planned results.  The potential variants of ICT implementation methods are given for different teaching models.

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