Xorijiy lingvistika va lingvodidaktika–
Зарубежная лингвистика и
лингводидактика– Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Integration of Electronic Devices in Primary Education:
Survey Results from Tashkent, Namangan, and Andijan
Durdona AZIZOVA
1
International Nordic University
ARTICLE INFO
ABSTRACT
Article history:
Received March 2025
Received in revised form
10
April 2025
Accepted 2 April 2025
Available online
25 May 2025
This study examines the implementation of technological
devices in primary education across three regions of Uzbekistan -
Tashkent, Namangan, and Andijan - focusing on their impact on
student engagement, learning outcomes, and classroom
interaction. The research, encompassing approximately
100 primary school students, employs a mixed methodology
combining quantitative surveys with qualitative interviews and
classroom observations. Results indicate that while devices are
primarily used for educational purposes such as note-taking and
information retrieval, a significant number of students also
utilize them for communication and entertainment during
lessons. Smartphones emerged as the most frequently used
devices, followed by laptops and tablets. Notably, students in
Tashkent report higher usage rates compared to their
counterparts in rural Andijan. Although most students perceive a
positive impact of gadgets on the learning process, nearly 40%
acknowledge experiencing distractions during lessons. Teachers
exhibit varied attitudes towards technology integration: some
actively endorse it, while others approach it with caution. The
study underscores the necessity of developing clear guidelines
and providing teacher training to effectively manage gadget use
in schools. Proposed measures include formulating structured
policies, offering professional development opportunities for
teachers, and fostering collaboration among educators, parents,
and students to ensure a balanced and purposeful integration of
technology in primary education.
2181-3701/© 2025 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss5
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Technology integration,
use of gadgets,
classroom dynamics,
communication tools,
digital literacy,
learning outcomes,
smartphones,
laptops, artificial
intelligence-based learning,
gamified learning platforms,
digital citizenship.
1
PhD Student, International Nordic University. E-mail: d.azizova@nordicuniversity.org
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
52
Gadjetlarning boshlang‘ich ta’limga integratsiyasi: Toshkent,
Namangan va Andijon shartlarida so‘rov natijalari
ANNOTATSIYA
Kalit so‘zlar:
Texnologiya integratsiyasi,
gadjetlardan foydalanish,
sinf dinamikasi,
aloqa vositalari,
raqamli savodxonlik,
o‘quv natijalari,
smartfonlar,
noutbuklar,
sun’iy intellektga asoslangan
ta’lim, o‘yinga asoslangan
o‘quv platformalari,
raqamli fuqarolik.
Ushbu tadqiqot O‘zbekistonning uchta mintaqasi – Toshkent,
Namangan va Andijonda boshlang‘ich ta’limga texnologik
qurilmalarning joriy etilishini o‘rganib, ularning o‘quvchilar
faolligiga, ta’lim natijalariga va sinfdagi o‘zaro munosabatlariga
ta’sirini o‘rganadi. Taxminan 100 ga yaqin boshlang‘ich sinf
o‘quvchilari ishtirok etgan tadqiqot miqdoriy so‘rovlarni sifatli
intervyu va sinf kuzatuvlari bilan birlashtirgan aralash uslublar
dizaynidan foydalanadi. Natijalar shuni ko‘rsatadiki, qurilmalar
asosan eslatma olish va ma’lumot to‘plash kabi ta’lim
maqsadlarida qo‘llanilsa-da, talabalarning katta qismi dars
davomida muloqot qilish va ko‘ngil ochish bilan shug‘ullanadi.
Smartfonlar eng ko‘p ishlatiladigan qurilmalarga aylanib
bormoqda, undan keyin noutbuklar va planshetlar. Qizig‘i
shundaki, Toshkentdagi shahar o‘quvchilari Andijondagi
qishloqdagi tengdoshlariga nisbatan ko‘proq foydalanishadi.
Talabalar gadjetlardan foydalanish o‘quv jarayoniga foydali
ta’sir ko‘rsatishini tan olishsa-da, deyarli 40% dars davomida
chalg‘itadigan narsalarga duch kelishlarini tan olishadi.
O‘qituvchilar gadjetlardan foydalanishga turlicha munosabatda
bo‘lishadi: ba’zilari texnologiya integratsiyasini faol ravishda
targ‘ib qilmoqda, boshqalari esa ehtiyotkorlik bilan. Tadqiqot
aniq yo‘riqnomalarni belgilash va o‘qituvchilarga ta’lim
muassasalarida gadjetlardan foydalanishni samarali nazorat
qilish bo‘yicha treninglar o‘tkazish muhimligini ta’kidlaydi.
Taklif etilayotgan chora-tadbirlar tizimlashtirilgan siyosatni
ishlab
chiqish,
o‘qituvchilarning
kasbiy
rivojlanish
imkoniyatlarini taqdim etish va texnologiyaning boshlang‘ich
ta’limga muvozanatli va maqsadli integratsiyalashuvini
ta’minlash uchun o‘qituvchilar, ota-onalar va talabalar
o‘rtasidagi hamkorlikni rag‘batlantirishni o‘z ichiga oladi.
Интеграция гаджетов в начальное образование:
результаты опроса в Ташкенте, Намангане и Андижане
АННОТАЦИЯ
Ключевые слова:
Интеграция технологий,
использование гаджетов,
динамика класса,
средства коммуникации,
цифровая грамотность,
результаты обучения,
смартфоны,
ноутбуки,
обучение на основе
искусственного
В настоящем исследовании рассматривается внедрение
технологических устройств в начальное образование в трёх
регионах Узбекистана – Ташкентском, Наманганском и
Андижанском – с акцентом на их влияние на вовлечённость
учащихся, учебные результаты и взаимодействие в классе.
В исследовании, охватывающем около 100 учащихся
начальных классов, использована смешанная методология,
сочетающая количественные опросы с качественными
интервью и наблюдениями на уроках. Результаты
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
53
интеллекта,
игровые платформы
обучения,
цифровое гражданство.
показывают, что, несмотря на основное использование
устройств в образовательных целях – таких как ведение
заметок и поиск информации, – значительное число
учащихся также прибегает к ним для общения и развлечений
во время занятий. Наиболее часто используемыми
устройствами стали смартфоны, за ними следуют ноутбуки и
планшеты. Примечательно, что учащиеся в Ташкенте
сообщают о более высокой частоте использования по
сравнению со своими сверстниками из сельских районов
Андижана.
Хотя
большинство
учащихся
отмечают
положительное влияние гаджетов на учебный процесс, почти
40% признают наличие отвлекающих факторов во время
занятий. Учителя демонстрируют разное отношение к
использованию технологий: одни активно поддерживают их
интеграцию,
другие
относятся
с
осторожностью.
Исследование подчёркивает необходимость разработки
чётких регламентов и организации подготовки педагогов
для эффективного контроля за использованием гаджетов
в школах. Среди предлагаемых мер – разработка
структурированной
политики,
предоставление
возможностей профессионального развития для учителей и
стимулирование
взаимодействия
между
педагогами,
родителями
и
учащимися
для
обеспечения
сбалансированной
и
целенаправленной
интеграции
технологий в начальное образование.
In the swiftly changing terrain of education, the incorporation of technology has
emerged as a crucial element of teaching methodologies. The use of devices – from
smartphones and tablets to interactive whiteboards and virtual reality tools – has
unlocked new possibilities for improving the educational experience. This research
delves into the instructional opportunities that these technological instruments offer
within the contemporary educational framework. By analyzing their influence on student
engagement, personalized learning, and collaborative experiences, this study intends to
clarify how gadgets can be adeptly employed to cultivate a more vibrant and interactive
learning atmosphere. Furthermore, it aims to pinpoint effective practices for educators in
leveraging these tools to accommodate diverse learning requirements and equip students
for a future shaped by technology. Through an extensive review of existing literature and
empirical data, this research will enhance our understanding of the role of gadgets in
modern education, shedding light on both their potential advantages and challenges.
Additionally, as the dependence on gadgets in education escalates, it is crucial to confront
the possible downsides linked to their usage, such as gadget addiction and the threat of
reduced face-to-face interactions among students. Educators must tackle these issues by
establishing structured guidelines that encourage balanced technology use, ensuring that
gadgets act as tools for enhancement rather than distractions. Moreover, nurturing a
collaborative atmosphere where teachers, parents, and students engage in conversations
about technology’s role in education can promote a more informed and responsible
approach to gadget integration. By prioritizing digital literacy and critical thinking skills,
educators can prepare students not only to utilize technology proficiently but also to
assess its significance in their educational journeys, ultimately shaping them into
responsible digital citizens ready for the complexities of a technology-centric society.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
54
This study employs a mixed-methods framework to investigate the incorporation
of technological gadgets in education, centering on their effects on student engagement,
personalized learning, and collaborative opportunities. The research design merges both
qualitative and quantitative data collection techniques to deliver a thorough
understanding of the topic.
Participants
consist of educators and students from various educational
institutions that have actively integrated technological gadgets into their teaching and
learning methods. Data collection includes structured surveys to acquire quantitative
data on perceptions of technology use, alongside semi-structured interviews and
classroom observations to garner qualitative insights into experiences and interactions
with these technologies.
Quantitative data
are examined using statistical techniques to
reveal patterns and relationships, while qualitative data undergo thematic analysis to
uncover recurring themes and insights. The study also takes ethical considerations into
account, ensuring informed consent, confidentiality, and the voluntary participation of all
individuals involved. By utilizing this methodology, the research aspires to identify
optimal practices for incorporating technological gadgets into educational environments,
evaluate their effects on learning outcomes, and offer recommendations for educators
and policymakers on how to effectively deploy these tools to enrich the educational
experience.
Incorporating gadgets into language instruction boosts engagement and
effectiveness. Below are essential methods for leveraging technology in language
education, along with corresponding data collection strategies to evaluate their impact.
Moreover, there are other modern ways to use gadgets in the classroom. They are:
–
Gamified Learning Platforms;
Applications such as Duolingo and Memrise integrate game elements – like points,
levels, and badges – to engage and inspire learners. These platforms adjust to each
individual’s progress, delivering tailored learning experiences.
–
Virtual and Augmented Reality (VR/AR);
Tools like Google Expeditions and Oculus create immersive settings where
learners can engage in real-life situations, enhancing their understanding of culture and
conversational abilities. Lingo Vista
–
Interactive Audio Tools;
Devices like the Peiko Language Translator enable instant translation and
pronunciation practice, supporting the development of listening and speaking skills.
– AI-Powered Language Tutors;
Platforms such as Duolingo Max leverage artificial intelligence to provide
customized feedback and replicate real-world conversations, boosting speaking and
comprehension abilities.
–
Speech Recognition for Pronunciation Assessment;
Technologies evaluate pronunciation precision, offering immediate feedback to
learners and assisting in reducing accents and improving speech clarity.
For checking classroom environment, there have been held surveys with different
question which are about the usage of gadgets during the lesson. In this survey, there are
near to 100 pupils in primary school in different locations (Tashkent, Namangan,
Andijan)
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
55
Survey Results: Gadget Use in Primary School Classrooms
Respondent Demographics
Total Pupils Surveyed: 100
Grade Levels: 1st to 4th Grade
Locations: Tashkent (35 pupils), Namangan (35 pupils), Andijan (30 pupils)
1.
Frequency of Gadget Use During Lessons
Location
Never Rarely Sometimes
Often Always
Tashkent
5
10
15
5
0
Namangan
3
7
20
5
0
Andijan
2
8
15
5
0
2
. Types of Gadgets Used
Gadget Type Tashkent (%) Namangan (%)
Andijan (%)
Smartphone 80
75
70
Laptop 60
50
40
Tablet 40
30
20
Smartwatch 10
5
5
3.
Primary Purpose of Gadget Use
Purpose
Tashkent (%) Namangan (%)
Andijan (%)
Note-taking 70
65
60
Researching Info
60
55
50
Communication
30
25
20
Entertainment 20
15
10
4
. Impact on Learning
Location
Positive Impact (%) No Impact (%) Negative Impact (%)
Tashkent
50
30
20
Namangan
45
35
20
Andijan
40
40
20
5. Distractions Caused by Gadgets
Location
Yes (%)
No (%)
Tashkent
40
60
Namangan
35
65
Andijan
30
70
6
. Teacher’s Stance on Gadget Use
Location
Supportive (%)
Neutral (%) Opposed (%)
Tashkent
50
30
20
Namangan
45
35
20
Andijan
40
40
20
7
. Suggestions for Better Utilization
Suggestion
Tashkent (%) Namangan (%)
Andijan (%)
Interactive Learning Apps
70
65
60
Collaboration Tools 60
55
50
Usage Guidelines
50
45
40
Limiting Usage Time 40
35
30
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
56
The survey offers significant insights regarding the present landscape of gadget
utilization in primary school classrooms throughout Uzbekistan. Although technology
presents a variety of advantages for enriching learning experiences, its assimilation
should be considered carefully and strategically. Through the application of the
suggested strategies, educators and policymakers can tap into the power of digital tools
to enhance educational results while addressing potential risks.
The survey indicated that a considerable number of students reported occasionally
using gadgets during their lessons. Smartphones emerged as the most frequently utilized
devices in all areas, followed by laptops and tablets. The frequency of usage differed, with
urban students in Tashkent indicating higher rates of usage compared to their rural
peers in Andijan.
Students mainly employed gadgets for educational purposes, including note-taking
and information research. Nonetheless, a significant portion also mentioned using
gadgets for communication and entertainment during lessons, highlighting the necessity
for improved management and guidelines concerning gadget use in classrooms. Most
students recognized a positive influence of gadget use on their learning experiences.
They noted that gadgets enabled easier access to information, increased engagement
through interactive content, and facilitated personalized learning.
The results emphasize the necessity for a balanced approach to the integration of
technology in primary education. While gadgets can act as effective tools for enhancing
learning, their usage must be meticulously managed to avoid distractions and ensure that
educational goals are achieved.
In conclusion, the comprehensive survey that was meticulously carried out among
a diverse group of nearly 100 primary school pupils hailing from various regions
including Tashkent, Namangan, and Andijan offers a wealth of invaluable insights into the
prevailing trends and patterns surrounding the usage of gadgets within the educational
environment of classrooms. The compelling findings from this investigation suggest that,
although there is a notable increase in the use of gadgets for various educational
purposes, the successful integration of these technological tools into the learning process
necessitates a thoughtful and strategic approach in order to fully capitalize on their
advantages while simultaneously mitigating any potential distractions that may arise.
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KRAVCHENKO, I., & KHYZHA, M. (2023). The use of smartphones in the didactic
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