European International Journal of Pedagogics
146
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
146-149
DOI
OPEN ACCESS
SUBMITED
27 January 2025
ACCEPTED
26 February 2025
PUBLISHED
28 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.
Use of Web 2.0
Technology Services in
Teaching Hydraulics
Eshmurodov Azamat G‘uzorovich
Karshi State Technical University, Senior Lecturer, " Information Systems
and Technologies" Department, independent researcher, Uzbekistan
Abstract:
This article presents the composition of
internet services for organizing independent learning of
students using web 2.0 technologies, through which
teachers can plan, manage and control independent
work of students, and conduct assessment work. The
use of the chosen internet services for educating
students through Web 2.0 technologies is one of the
most pressing issues today.
Keywords:
Web 2.0 technologies, web project, live log,
web platform, online diary, protocol, Google Classroom,
Google Meet, Google Calendar, Google Docs, Google
Sites, ICT, Cacoo, blog, tag, forum, bookmark.
Introduction:
Currently, the method of introducing
modern Internet technologies in the organization of
independent work of students is considered as a
profession with the ability to effectively communicate
with colleagues, save and ensure the results of its work,
constantly adapt to the changing external environment,
possessing information gathering technology for society
and the employer.
Analysis of the literature on the topic
. Research
focused on implementing and utilizing Web 2.0
technologies in the educational process in our country
is revealing a high potential for organizing independent
learning. At the scientific and theoretical level, the
relevance of this study is determined by the insufficient
development of theoretical and methodological
approaches to implementing web technologies for
organizing independent education for higher education
students. This issue gains particular importance in
connection with the formation of an information society
in our country and the widespread adoption of Internet
technologies in the economy and education system of
our republic.
Researchers from CIS countries, including Y.K.
Babansky, L.G. Vyatkin, E.Y. Golant, V. Graf, K.V.
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Gridnev, B.P. Yesipov, I.R. Ilyasov, I.S. Kon, V. Lyaudis,
V. Okon, A.V. Usova, and I.V. Kharitonova, have
conducted comprehensive studies on concepts such as
"independent work," "organization of independent
work," and "independence."
The direct application of Web 2.0 technologies in the
educational process has been studied by foreign
researchers Jason Fried, Paul Graham, and Tim
O'Reilly.
METHODOLOGY
Tim O'Reilly is credited as the author of the term "Web
2.0 technologies" (he is the author of numerous
bestsellers on computer topics, founder and CEO of
O'Reilly Media, founder of Safari Books Online and
O'Reilly AlphaTech Ventures, and a member of the
board of directors of CollabNet and MySQL AB). In
September 2005, in his article "What is Web 2.0?", he
illustrates Web 2.0 with examples such as
Doubleclick/Google
AdSense,
Ofoto/Flickr,
Akamai/BitTorrent, and Britannica Online/Wikipedia.
In his opinion, "like many important concepts, Web
technology has no clear boundaries. It is a gravitational
core of notable contention. You can imagine Web 2.0
technologies as a set of principles and practical
solutions. They resemble a solar system composed of
nodes, each of which is organized taking into account
some or all of the stated principles and is located at a
certain distance from the center." [1;3p].
Thus, Tim O'Reilly defines Web technologies as "a
methodology for designing systems that take into
account network interaction, where the more people
use them, the better they become" [2;76p]. The main
principle is to engage users with content that can be
supplemented and reused.
Tim O'Reilly highlights the following characteristic
features of Web 2.0 technologies [3;10p]:
1. A large number of internet service users, regardless
of their composition and qualifications, ultimately
achieve greater success than a limited number of
specialists.
2. User participation. A web project is a network space
whose content is a product of user activity. For
example, "www.livejournal.com (Live Journal) " is a
well-known Internet project for hosting online diaries.
Its main value lies not in the software shell, but in the
established community with a certain system of trust
and in the content created by users. Here, the material
is perceived as a whole - not only the author's text but
also the comments on it, which results in the revelation
of new meanings, new facets, and significant
distinctions appearing.
3. As a web platform. To use the service, no software
other than a browser is needed to access the Internet.
While previously a text editor (such as Microsoft Word)
was used for writing, now this can be done using only a
browser. This does not mean that browsers have all the
functions of various programs. The browser only
provides access to the website, and the site's
mechanism is responsible for implementing all
functions.
From a technical standpoint, Web 2.0 technologies are
new protocols, languages, and standards, forming a
pedagogical "network of cooperation and partnership."
Modern network users themselves are content creators,
able to add their own articles, photos, audio and video
recordings to the network, leave comments, and
customize the design of their pages. Within the scope of
this article, Web technologies are defined as
information and communication technologies that
encompass a set of methods for developing services
aimed at enabling users' personal activities.
Let's examine several services based on Web
technologies.
Some products provided by Google. All services
developed by Google are free of charge. To use these
services, you must have a Google Account.
The "Google Classroom" service (accessible at
http://classroom.google.com/) is one of Google's
services that is convenient for students in creating and
managing lectures, practical sessions, laboratory work,
seminars, and independent study classes across various
subjects. It is considered one of the large-scale
information resources among educational platforms
that play a crucial role in the learning process. This
platform provides opportunities for teachers and
students to provide educational materials, send and
receive assignments, evaluate, advise, and provide
other support options.[4;5p]
Meet"
(access
mode
https://meet.google.com/) provides encrypted video
conferencing over the Internet. This service is the best
program for online meetings, with users connecting
through their accounts. This service primarily organizes
virtual video conferencing and also allows for the
transmission of text messages and files.
Calendar"
(access
mode
http://calendar.google.com/) helps you plan time
together and performs the following functions:
combining work schedules, publishing a calendar,
distributing calendar access, broadcasting, and
spreadsheet. This service is mainly designed for time
planning, and practical work is carried out through a
web interface, which, of course, must provide Internet
access through the device.
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European International Journal of Pedagogics
The
Docs"
service
(access
mode
http://docs.google.com/) is designed for creating
various documents, editing texts on them in real time
together with other users, and storing text files on the
Internet. This service has the necessary functions for
creating and editing documents with text documents,
tables, various images, videos, diagrams. The created
documents are stored on Google servers, which
ensures the reliability of data security[7;5p].
The
sites"
service
(access
mode
https://sites.google.com/) is designed to create
websites that can contain text, videos, slideshow,
calendars, presentations, various add-ons. The ability
to view and edit this information can be given to both
a small group of people and the whole world. The
possibilities of working with websites created with the
help of this service include: setting up the site; creating
a hierarchical site structure for organizing content;
selecting page types (advertising, card index);
centralized storage of content and offline files;
"Cacoo" (access mode https://cacoo.com/) is an online
service for creating, exchanging, and publishing charts.
This service interface is almost a complete analogue of
a conventional graphics editor. The toolbar contains
buttons for adding graphic elements (lines, images,
rectangles, axes, various sub-symbols), which allow
creating very complex diagrams. For example, coloring,
changing style, adding shadows, selecting the location
of several objects, etc. You can save diagrams to your
computer in *.png format in the form of a drawing so
that everyone can use them.
This service is convenient for performing tasks of an
analytical nature. Its capabilities allow creating such
charts as mind maps, generating ideas, organizing
data;
RESULTS
In our research work, I presented above information
on the organization of independent work using Google
services, which are universal, free, and have many
services for organizing students' independent work. To
apply Google services to the education system, several
web 2.0 technology programs can be applied to
independent learning. Including Google Classroom,
Google Calendar, Google Meet, Google Drive, Google
Docs,
Sheets
(https://about.google/products/#all-products).
In the course of analyzing the programs and
documents of disciplines that carry out the training of
students in technical specialties in the field of
information technologies, we divided their content by
topic into modules. Modules, as research has proven,
ensure the controllability of educational processes, the
integration of one topic into other topics, and the
growth of classroom activities.
The developed methodology is aimed at solving such
problems as the development of students' independent
activity, the realization of the individual characteristics
of the student, and the student's readiness to solve
professional problems in the future using the
capabilities of ICT. The methodology for implementing
web technologies in the organization of independent
work of students in technical specialties consists of four
stages: preparatory, developmental, supplementary,
and monitoring.
In the process of theoretical analysis of various sources,
we identified a set of pedagogical conditions for
organizing students' independent work, which were
previously considered, but do not provide a solution to
the problem. Accordingly, the following pedagogical
conditions for the implementation of the methodology
of implementing web technologies in the organization
of independent work in the subject "Information
Technologies" for students of the humanities direction
of education have been determined:
- planning and organization of independent student
activities;
- development of an educational Internet service for
organizing independent work in the subject
"Information Technologies," aimed at mastering the
means of collaborative work and communication of
students.
Thus, summarizing the above, it can be noted that the
identified pedagogical conditions for implementing the
implementation methodology allow for increasing the
effectiveness of web technologies in organizing
students' independent work.
CONCLUSIONS
This article, written on the topic "Using web 2.0
technology services in teaching hydraulics," provides
information on internet services designed for organizing
independent learning in higher educational institutions,
aimed at increasing the effectiveness of student
learning through these services. Web 2.0 technologies
are currently used in schools, lyceums, colleges, and
universities and create broad opportunities for the
development of the education system.
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