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INTRODUCTION AND USE OF INNOVATIVE TECHNOLOGIES IN
EDUCATIONAL PROCESSES
D.O.Shokirova
Independent researcher at Karshi State Technical University
https://doi.org/10.5281/zenodo.16832249
Abstract:
This article discusses the use of technologies in education, the
history of their emergence, the increase in educational effectiveness based on
research, and the types of integration and goals of using technologies.
Keywords:
technology, computers, tablets, smart boards, internet,
integration, tools, research.
Annotation:
V state podzlo rassmatrivaetsya ispolzovanie tekhnologiy v
obrazovanii, istoriya ix vozniknovenia, povyshenie effektivnosti obrazovaniya na
osnove issledovaniy, a takje vidy integratsii i tseli ispolzovaniya tekhnologii.
Key words:
technology, computer, tablet, smart-desk, internet, integration,
instrument, study.
Abstract:
This article discusses the use of technologies in education, the
history of their emergence, the increase in educational efficiency based on
research, and discusses in detail the types of integration and their goals in the
use of technologies.
Keywords:
technology, computers, tablets, smart boards, internet,
integration, tools, research.
Introduction.
Nowadays, technology is considered the most important tool
that reveals the aspects of human productivity and increases the efficiency of the
workforce. In this regard, achieving the potential that can be achieved with
technology has become an integral part of human life, affecting every field. The
most important feature that distinguishes it from the era before the advent of
technology is the rapid changes that are currently taking place in technology.
Rapid changes in technology are the use of digital tools in education. For the
rapid development of technology, the educational process must always be
equipped with the latest technologies . Educational processes that started with
the blackboard have changed over time to modern and innovative computers,
tablets, smart boards and mobile devices. If we look at the history of the
development of education in the world, we see that since the 1920s, many
different technological tools have been used to achieve greater efficiency in the
educational process. Overhead projectors were used in the 1930s, and
headphones, videotapes, and photocopiers were used in the 1950s. Research on
the use of technology in education began in the 1970s with the planning of the
widespread use of radio and television for educational purposes. Today, many
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different technological and digital tools are used in education around the world,
such as the Internet, computers, smartphones, e-readers, e-books, and tablets.
With the changes, not only the technological tools have changed, but also the
purpose of using technology in education. Although the use of technology in
education was initially seen as the use of technology in teaching a course; later,
it began to aim at producing personnel who could meet the needs of the time[6].
We can cite the following four main reasons for the use of technology in
education and the integration of technology into education (Figure 1):
-motivation;
-education;
-production;
-skills.
Figure 1. Reasons for integrating technology into education
Let's explain these four types of technology use in education in more detail :
-in terms of motivation, it attracts the attention of the student and develops
high-level learning skills;
-from a teaching perspective, it facilitates understanding of complex topics
and reflects real-life situations in the learning environment;
-from a production perspective, it facilitates access to information and the
production of new knowledge;
-In terms of skills, it contributes to the development of skills such as
technological knowledge, information literacy, and visual literacy, which are
considered important in the information age. In this sense, it is important to
cultivate technologically advanced personnel who know how to obtain and use
information in the current era we live in, and we believe that this can be
achieved through the proper use of technological tools in education.
In order for technological tools to be used correctly and effectively in
accordance with educational requirements and needs, they need to constantly
Reasons for integrating technology into education
motivation
teaching
production
skill
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monitor technological developments in the world and introduce innovations in
technologies. In this context, the concept of technological competence attracts
attention. From this perspective, it can be said that digital competence can be
achieved by students through the effective use and application of digital
technology in education[2].
The Programme for International Student Assessment (PISA) tests
conducted by the Organisation for Economic Co-operation and Development are
considered important benchmarks for assessing the education systems of
countries. In addition, the Trends in International Mathematics and Science
Learning (TIMSS) and the Project for International Literacy in Reading (PIRLS)
assessments conducted by the International Agency for the Evaluation of
Educational Achievement (IEA) are also important. PISA, TIMSS and PIRLS are
assessments based on research conducted by the world's countries to assess the
use of technology in education[9].
Our research on the introduction and use of innovative technologies in
educational processes is designed for 15 weeks in accordance with current
curricula, that is, in 15 weeks the following work will be carried out:
-First, data on the research problem will be collected in the form of a
questionnaire containing open-ended questions for prospective teachers (before
the topic of using technology in education is explained in detail). The
questionnaire questions, such as “What does the use of technology in education
mean? How should technology be used in education? Are there any benefits or
harms to using technology in education? If so, explain why they are needed?”,
are aimed at revealing the views of prospective teachers on the use of
technology in education. First of all, prospective teachers are asked to clearly
write down their views on the use of technology in education. During this
process, the participants were informed that no evaluation would be given. It is
emphasized that the purpose of this is not to provide accurate information, but
only to reflect their own views. The prospective teachers were reminded several
times that they can express their views as they wish. The findings on the first
research problem of the study are summarized with the data collected from this
questionnaire and the collected data are analyzed[8].
Starting from the second week, the research participants were asked to
develop projects on future educational technologies that would be presented at
the end of the semester and to prepare weekly reports on this in a planned
manner. In developing these projects, the instructor explained to the
participants that they would form project groups of 1 to 6 people and that each
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group would submit a project proposal by the end of the semester. In this
project proposal, each group was asked to prepare a project proposal that
reflected their ideas about collaborative research and the future of using
technology in education[5].
Starting from the third week, they began to think, research, and work
together as a team to decide on project topics. They also spend each week
analyzing the effectiveness of their projects using the methods they learned with
their teachers.
At the end of the fourth, each group shared their project with the teacher. At
the end of the lesson, the teacher gave feedback to the students and asked them
to take the necessary actions. Starting from the fifth, the groups presented their
written project proposals in the auditorium, both orally and in the form of
presentations. After these presentations, the students also received various
suggestions from the teacher that could improve their projects[3].
From the sixth to the above, projects and proposals prepared by future
teachers emerged. Future teachers submitted their projects in written form to
their teachers. Conclusions on the research problem were presented by studying
these project reports.
Content analysis was used to analyze the data. In general, research shows
that content analysis is the most appropriate method for analyzing qualitative
data. The best way to analyze data is to identify key themes under specific
headings, either during recording or later in the analysis. When conducting
content analysis, similar information should be grouped together under specific
concepts and themes and organized in a way that the student can understand.
When starting to analyze the data in this study, first of all, the survey forms
collected from the students were numbered. Thus, each student was coded with
numbers. At the next stage, the students' answers were transferred to the
computer environment in the coding order using a word processing program.
During data analysis, the answers given by the students to the open questions
were transferred to a table for each question. At the next stage, the answers to
the questions were combined and the analysis was carried out. After the
analysis, a pedagogical technology for passing common topics was created. At
the final stage, the technologies for passing the emerging topics were compared
and their differences were checked. The repeated parts of the created
technologies were combined, and the non-repeated parts were generalized and
adapted to the essence of the topic.
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In the above analysis, the following points can be seen in the students'
responses regarding the use of technology in education:
-the use of technology in education facilitates children's understanding;
- Technology is an important factor in education and should cover every
area of education, so it facilitates learning. For example, smart boards are used
and visual images make it easier for students to learn;
- educational technologies provide visual support.
-this is useful for teachers and helps students visualize.
-Educational technologies should be used. Because visual memory-engaging
tools are used and newly learned information is more easily assimilated.
-with the use of technology in education, information becomes more
permanent. This is beneficial for visual and auditory. They argue that
educational technologies contribute to learning activities with audio-visual
elements and make the work of teachers easier.
When this study was conducted, it was found that the issue that attracted
the most attention of students was the continuity of teaching. When the opinions
of students on this issue were studied. The use of technology in education is
beneficial, and conducting lessons using demonstrations, slides, and
documentaries develops a different way of thinking in students. In exchange for
the preservation of information intended for teaching, it becomes possible to use
this information continuously. Therefore, we believe that the use of technology
in education is necessary for reasons such as the convenience of teaching in
learning, continuity in learning, visual and visual support, the need for age,
saving time, making the lesson attractive, and others.
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Figure 2. Classification of the purposes of using educational
technologies
.
The purpose of using these educational technologies is characterized by the
implementation of the following (Figure 2):
- ensuring continuity in learning; implementing learning through
experience; making the lesson interesting; creating equal opportunities;
increasing motivation; establishing easy interaction between teacher and
student; convenience of teaching and learning; consolidating knowledge; saving
time; eliminating personal differences; increasing attention; maintaining
discipline; strengthening memory; forming skills in students to use technology
correctly; improving the quality and level of education, etc.
References:
1. Muslimov NA, Usmonbaeva MH, Sayfurov DM, Toraev AB Innovative
educational technologies/ Textbook – T.: “Sano standart” publishing house,
2015.
2. Roʻzieva D., Usmonboeva M., Holikova Z. Interactive methods: essence and
application / Methodological manual. – T.: Nizamiy State Pedagogical University,
2013. – 115 p.
to resolve
personal
differences
Goals of using innovative
technologies in education
ensuring continuity
in learning
learning
through
experience
to make
the lesson
interesting
creating
equal
opportunitie
increase
motivation
easy
interaction
between
teacher
ease of
teaching
and
learning
to
strengthen
save time
increase
focus
maintain
discipline
memory
consolida
tion
students'
proper use
of
improving the
quality and
level of
education
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3. Turdiev , Sh . R. (2019). EDUCATION PROCESS SYSTEMATIC APPROACH IN
THE MAIN PEDAGOGIC FROM TECHNOLOGIES USED IN CASE ORGANIZATION
reach Sovremennoe education ( Uzbekistan ) , (12 (85)), 31-36.
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uchitelya //Problemy sovremennoy nauki i obrazovaniya. - 2020. - No. 6-1
(151). - S. 67-72.
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1000 answers to 1000 questions from Pedagogy T.TDPU 2013 year 127 p.
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