Methods of teaching exact and natural sciences using computer technologies

The article deals with the new computer technologies in the lesson. Today we are living in technology century. We cannot imagine our life without computer and internet. With the rise of the World Wide Web came the notion of ‘‘Internet Time.’’ Netscape’s founder Jim Clark called it ‘‘Netscape Time’’ in his 1999 book by that title: he defined it as a telescoping of the time for a technology to proceed from invention to prototype, production, commercial success, maturity, and senescence.1 The historian faces a modern version of Zeno’s paradox. In theclassical story, a fast runner never reached the finish line in a race, because he first had to traverse one-half the distance to the end, which took a finite time, and then one half the remaining distance, which again took a smaller but still finite time, and so on. There is a finite time between sending a completed manuscript to the typesetter and the delivery of a book or journal article to the reader. When the subject is computing, Zeno’s paradox takes control: enough happens in that brief interval to render what was just written obsolete. Many recognize this and embrace the solution of publishing electronically, thus telescoping that time down to zero. There are indeed many Web sites devoted to the history of computing, some of excellent quality. Still, embracing Web publishing is a false hope, because it does nothing to compress the time spent organizing historical material into a coherent narrative. History is a chronology of facts, but the word history contains the word story in it, and telling stories is not rendered obsolete by technology. The storyteller neither can, nor should, speed that activity up

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