Volume 04 Issue 02-2024
135
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
02
P
AGES
:
135-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses the didactic possibilities of developing pupils' design-technological competence based on digital
transformation, as well as the essence of developing pupils' design-technological competence through the
transformation system in technology classes.
KEYWORDS
ICT, general secondary schools, science of technology, digital transformation, teacher, pupils, design-technological
competence.
INTRODUCTION
In modern pedagogy, didactics is considered as a
separate field dealing with the theory of education and
enlightenment. At the same time, didactics covers the
problem of educational methods. As the teacher
strives to ensure systematic learning of pupils on a
subject, he shows an example of the performance of
certain tasks. At the same time, it ensures pupil's
activity and independence at all stages of education.
Pupils acquire new knowledge based on experience
and observations under the guidance of the teacher.
Special assignments are given to them for deep and
independent learning and creative application of the
knowledge they have learned [3].
Technological science occupies an important place in
the general secondary education system. The science
of technology is a necessary component of
development
of
students'
design-technological
competence, education and gives them the
Research Article
DIGITAL TRANSFORMATION: ITS DIDACTIC POSSIBILITIES
Submission Date:
February 17, 2024,
Accepted Date:
February 22, 2024,
Published Date:
February 27, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue02-20
Zulayxo Islomovna Jurayeva
Teacher of the Department of Technological Education, Uzbekistan-Finland Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
136
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
02
P
AGES
:
135-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
opportunity to apply their technological knowledge in
practice. Teaching technology based on an innovative
approach
requires
solving
pedagogical
and
management
issues
of
developing
design-
technological competence in pupils.
Rapidly improving, cheap and reliable digital
(information and communication) technologies (RT or
ICT) serve profound changes in the economic and
social spheres. These changes are often called the new
technological (digital or fourth industrial) revolution
[4,6]. The changes associated with it are called "digital
transformation".
In recent years, digital transformation has started to be
discussed in the field of general education as well [2,5].
The transition to the digital economy increases the
requirements for the effectiveness of general
education. The educational preparation provided by
public schools today is completely inadequate for the
modernizing economy and the economy of tomorrow
[1].
At the same time, several works are being carried out
in order to improve the effectiveness of the quality of
education in our republic. In particular, issues of
organizing education through digital technologies and
digital transformation are being promoted. The main
goal of developing design-technological competence
on the basis of digital technology is to prepare
schoolchildren for creative work and ensure its
harmonious development in all aspects. the
implementation of the goals of development of design-
technological competence among pupils of general
secondary schools requires ensuring the continuity and
integrity of technology science.
Development of design-technological competence of
pupils through the transformation system in
technology classes - this educational process involves
the organization of classes using information and
communication technologies (ICT) by the educational
institution.
To organize the use of digital transformation, to
improve the content of the educational subject of
technology at secondary school, to introduce
innovative technologies into the content of the
program by improving the programs of technology,
content of teaching (regulations, textbooks and
training manuals), form (team, group, individual),
method (traditional and non-traditional) and tools
(visual, printed, audiovisual, electronic, interactive
whiteboard, electronic educational resources, didactic
materials,
educational
workshop
equipment,
equipment, mobile application, problematic video
tasks, etc.) , self-management, development and
independent learning, analysis, searching for news,
being aware of and using science and technology
news, knowing the methods of processing products
and types of products based on technological
Volume 04 Issue 02-2024
137
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
02
P
AGES
:
135-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
innovations, technological design and implementation,
and self-development. is considered
In technology lessons, the following elements are used
to develop pupils' design-technological competence
through the transformation system (Figure 1):
Figure 1. Elements of development of pupils' design-technological competence in technology lessons
Element I. Forms of development of design-
technological competence are organized in class and
extracurricular activities. In this case, the lessons are
organized directly in the classrooms, in the practical
training rooms of the technology clubs, and in the
training workshops of the secondary school.
Element II. Tools for development of design-
technological competence - innovative technology
(Gemini CAD) designed for garment production
enterprises is used to develop pupils' design-
technological competence through the transformation
system in technology classes. SMART technology
(mobile application) and problem-based video
assignments serve as tools that deliver Gemini CAD
software to pupils.
Element
III.
Design-technological
competence
development methods - through the system of
transforming interactive teaching methods such as
"Project", "Buddying" (Atelier) based on the rules of
virtual reality, educational technologies are used to
organize, manage and determine the results of the
development of design-technological competence in
pupils.
Forms of development of design-
technological competence
II element
Elem
ents
of
d
eve
lopm
ent of
d
esig
n
-te
ch
n
ol
og
ic
al
com
p
et
en
ce
in
p
u
p
ils
I element
Tools for development of design-
technological competence
III element
Design-technological competence
development methods
Volume 04 Issue 02-2024
138
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
02
P
AGES
:
135-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In the development of pupils' design-technological
competence, the mobile application and problematic
video tasks are stored on their mobile phones in
extracurricular activities, in practical training rooms of
technology clubs, general secondary schools. It can be
used in educational workshops, computer classrooms,
at home, and in school libraries. The mobile application
provides pupils with theoretical and practical exercises
for the formation of creativity, project activity skills,
video lessons for self-education, and self-confidence in
design and technological activities. Educational tasks
and test tasks for development of mobility,
communication, reflection, as well as development of
competencies in the process of preparation for design-
technological activity, several tasks are given in the
applications.
The project method consists of the stages of
information gathering, planning, decision-making,
implementation, verification and conclusion. This
includes pupils choosing a problem, identifying
possible information, finding solutions to problems,
choosing the most appropriate one, and making a
reasonable plan of action to implement the project.
The final result is reported orally, through a
presentation of materials, or in one of the written
forms in the form of a project. When performing the
project method, pupils will be able to create an
independent plan for each work, organize and
implement it.
In the Buddying (Atelier) method, pupils are divided
into the roles of specialists performing various tasks
(designer, constructor, technologist and customer)
and create an atelier environment. That is, pupils
perform role-playing activities according to the
assigned tasks. Through the workshop method, there
is an opportunity to prepare pupils for future work, to
imagine themselves in a production environment. As a
result, they reflect the real situation. This will give
pupils the opportunity to reflect these professions and
increase their interest in tailoring. At the same time, he
is ready for difficulties and problematic situations in his
work. All these methods are focused on practical
activities and develop pupils' creativity, creative
thinking, design-technological competencies, etc.
The teacher develops a criterion for evaluating pupils'
knowledge, and based on the results, a conclusion is
made about the development of design-technological
competencies among schoolchildren according to
state educational standards. Based on the current
conditions, in the course of the pupils' practical work,
it is possible to creatively solve this or that technical
solution and create an item or improve it during the
production process.
CONCLUSION
In conclusion, it can be said that digital transformation
has penetrated into every field, as well as in the field of
education. In our republic, the textbooks of general
Volume 04 Issue 02-2024
139
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
02
P
AGES
:
135-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
secondary schools are gradually being taught using
digital technologies. As an example, we can say
working with QR code. Continuous improvement is the
demand of today's time, and not only higher
education, but also the curricula of general secondary
schools
require
teaching
with
full
digital
transformation. Teaching with digital transformations,
general secondary education schools serve to
comprehensively form the student and develop
competencies necessary for the chosen profession.
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New vision for education. Unlocking the
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