European International Journal of Pedagogics
217
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
217-219
DOI
OPEN ACCESS
SUBMITED
29 January 2025
ACCEPTED
28 February 2025
PUBLISHED
31 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Readiness of A Teacher to
Use Media in His Work,
Media Competence
Gazieva D.M.
Senior Lecturer at Fergana State University, Uzbekistan
Abstract:
The article deals with the concept of teacher's
readiness to use media in his professional activity, the
main components of readiness such as informational,
target, motivational, activity, as well as media
competence of students and teachers - the concept of
media competence, the main indicators.
Keywords:
Media,
media
competence,
media
education, multimedia, media resources, media
devices.
Introduction:
Informatisation and ‘internetisation’ of
the educational environment are the most important
state tasks today. The key figure in the informatisation
of education is the teacher. Successful implementation
of these directions depends on the active participation
of all educational workers in this process, primarily
subject teachers (not only teachers of informatics, who
for many years were considered the main agents of
informatisation ideas). It is the effective use of modern
information technologies, their competent inclusion in
the pedagogical process, and the creation of a unified
information environment in educational institutions
that will make it possible to move to a new modern
paradigm of education.
Undoubtedly, the question of how much the role of the
teacher, his/her functions, in the educational process,
which is increasingly influenced by the global process of
informatisation of society, will change in connection
with the declared transformations, is relevant. The
answers to this question represent a rather wide range
of opinions, often opposite to each other. There are
fears that modern mass media and communications will
completely replace the teacher, giving him/her only the
role of an observer-consultant. Representatives of the
other point of view believe that none of the existing
types of media will be able to replace the teacher in the
foreseeable future and will in any case fulfil only
auxiliary, educationally empowering functions. Modern
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European International Journal of Pedagogics
technical achievements make new demands on the
teacher's personality, professional qualities, functions
and role in the educational process.
Taking into account the functional load, electronic
media can be used as the following pedagogical tools:
➢
A means of processing traditional tasks in a
special form. First of all, this covers the area of hypertext
processing. For example, the preparation of messages,
reports, multimedia presentations, etc.
➢
Learning Assistant: Working with electronic
dictionaries, encyclopaedias, Internet portals for
specific subjects. Thanks to the various
possibilities of media in presenting educational
material, the ways in which they can be used as a
means of visualising a particular object are
expanding.
➢
Communication (electronic media provide
communication by connecting computers locally
or worldwide, most often in the form of e-mails or
videoconferencing, where children and teachers
can communicate across borders and distances. In
addition, communication includes receiving
information via the Internet and making it
available to others, i.e. the simultaneous
consumption and production of information.
A tool for modelling reality, allowing the identification
of complex relationships that cannot be perceived
through simple observation. Electronic media, through
the construction of artificial worlds, make possible a
new scale of research, including pedagogical research.
When considering the didactic and educational
potential of electronic media and the opportunities
they offer, it is necessary to speak first of all about such
qualities as productivity, interactivity, modelling
ability,
individualisation,
communicativeness,
multimedia, etc. Thanks to them, modern technical
means, to a certain extent, simulate the activity of the
teacher.
However, having a number of undeniable advantages
that open up new opportunities for the educational
process, none of the technical means today can claim
to be a teacher-educator. For example, a computer can
perform some functions for the teacher: analyse the
actions of the learner, prompt, ask and answer
questions, evaluate the student's answer, explain the
material. In this case, the range of questions and topics,
options for their consideration are determined in
advance. The teacher can answer any question,
including an unsuccessfully formulated one, and the
answer will be given in a formulation appropriate to the
student's capabilities, taking into account many external
circumstances and characteristics of his/her personality.
Data from surveys actively conducted today show that
despite the fact that most teachers theoretically
recognise the necessity of media education for
schoolchildren and the importance of introducing
modern mass media and communication into the
educational process, the percentage of those who use
media in their work is quite high, either very rarely or
not at all. This state of affairs is probably due to a whole
range of reasons, and the lack of motivation of teachers
to use modern technical means in their teaching and
educational work is not the least of them.
Consequently, the formation of the teacher's interest in
the technical achievements of recent years, adequate
understanding of the new role he/she will realise in the
ever-changing information environment, is, in our
opinion, the key point of retraining for modern general
education schools. Along with the motivational
component in the structure of a teacher's readiness to
use electronic media in the educational process, the
following can be distinguished:
target (clear idea of the purposes and possibilities of
using electronic media in the process of teaching a
particular discipline);
informational (knowledge of modern media, their
corresponding products and resources, didactic and
educational possibilities, psychological and pedagogical
features and ways of use);
activity (ability to work with various electronic means
and create their own media products for educational
purposes).
New media have led to the creation of new forms of
knowledge management and knowledge organisation.
Conventional forms of transmitting learning information
are increasingly being criticised: declarative knowledge
is no longer in demand; learning as a process needs to
be facilitated and favourable conditions created.
Traditional classes are based on mastering structured
content, which teachers pass on to students. Learning in
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European International Journal of Pedagogics
the information society requires more activity of
students themselves, who master techniques,
methods and methods of self-learning. Changes are
needed in the renewing learning process: moving away
from strict instructions leads to an interaction centred
on the learner and his or her individual abilities and
characteristics.
Thus, learning according to new principles means:
autonomy, co-operation, interactivity, creativity. New
learning can be promoted through: introduction of
new forms of learning, creation of a new role of the
teacher, active inclusion of new technical means in the
learning process, providing free access to media
resources. The implementation of such a paradigm
shift depends largely on teachers' readiness and
initiative to work with various media devices.
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