INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 209
THE ROLE OF NEW PEDAGOGICAL TECHNOLOGIES IN TEACHING THE “THE
WORLD AROUND US” SUBJECT IN PRIMARY GRADES
Temirova Gulrux Shuxratjon kizi
Intern Lecturer, Kokand State University
Abdullayeva Dilorom Nomanovna
Intern Lecturer, Kokand State University
Abstract:
Technology is a combination of the Greek words techno (art, craft, science) and logos
(concept, teaching).
With the help of technologies, intellectual information is translated into the language of
practical solutions. Technology is both a method of activity and human participation in that
activity.
Modern technologies in education are considered a means of implementing the new educational
paradigm. Trends in the development of educational technologies are directly related to the
humanization of education, which helps individuals understand and become aware of
themselves.
The term "educational technologies" offers more potential than "teaching technologies" as it
also encompasses the educational aspect related to shaping and developing students’ personal
qualities.
Keywords:
technology, pedagogy, communication, methodology, didactics, cognitive activity,
multimedia.
In general, technology is the structured integration of the "how" and "in what way" into a well-
thought-out system aimed at achieving a particular type of product or its component.
Pedagogical technologies
represent a complex system of perfect methods and techniques
combined with forms and ways of organizing the learning process. In this system, each
component influences the others, creating specific conditions for student development.
The relevance of modern information and communication technologies (ICT) has increased
with the integration of computers connected to local and global networks into the educational
process. In primary education, the use of ICT enhances students’ cognitive and intellectual
activity.
According to the UNESCO definition, ICT is a set of interrelated scientific, technological, and
engineering disciplines that study effective ways of organizing the labor of people engaged in
processing and storing information. It includes computer technologies, methods of organizing
human and machine interaction, and their practical applications across social, economic, and
cultural issues.
ICT is not limited to the use of computers in the educational process—it refers broadly to any
process related to information processing. We understand ICT as a set of tools and methods for
collecting, processing, and transmitting data to obtain new, high-quality information about an
object, process, or phenomenon (information product).
In recent years, computers and ICT based on them have undergone significant changes.
Advancements in basic computing components have improved not only their use in education
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 210
but also their reliability, accuracy, speed, and the expansion of their functions beyond mere
calculations. They now handle complex, logical, heuristic, and even creative tasks.
Numerous examples confirm the effectiveness of using computers at all stages of the
pedagogical process:
During the presentation of educational material to students;
In the interactive learning process with computers;
At the stage of revising and reinforcing acquired knowledge (skills and competencies);
During intermediate and final assessments and self-monitoring;
During correction of both the learning process and its outcomes by adjusting the amount,
classification, and systematization of educational material.
All these features, having didactic and methodological significance, are undeniable. Rationally
developed computer-based learning programs not only reflect the specific characteristics of
educational content but also consider the psychological and pedagogical principles of
knowledge acquisition by specific student groups. They allow the personalization and
differentiation of learning processes, encouraging students' cognitive activity and independence.
Thus, the emergence of the term "information and communication technologies" is closely
linked with the advent of computers and their broad introduction into education. ICT includes:
programmed learning, intelligent learning systems, expert systems, hypertext and multimedia,
microworlds, simulation-based learning, and presentations. These specific methods are used
depending on educational goals and contexts—sometimes to better understand student needs,
other times to analyze subject knowledge, or to consider psychological factors.
ICT not only transforms forms and methods of instruction but also significantly alters and
enriches educational paradigms. “New media literacy” includes navigating information flows in
multimedia environments and developing the ability to create hypermedia objects.
A modern student must learn to read and write in relation to the global information space.
When using ICT in the classroom, the teacher must strive to develop all aspects of the child’s
personality—cognitive, moral, creative, communicative, and aesthetic. To effectively realize
these potentials, both teachers and students need pedagogical competence in ICT.
Using computers allows lessons to become more non-traditional, dynamic, and engaging. It
enables new methods of presenting material and various forms of assessment. These types of
lessons include:
Discussion or presentation-based lessons
using modern technologies;
Integrated lessons
combining material delivery and assessment;
Test lessons
using control sheets and answer tapes, which can be quickly checked in
class to immediately assess each student’s knowledge;
Generalized game lessons
such as “Journey to Computerland,” which can be held once
or twice a year.
ICT also enables the creation of visual materials, booklets, and handouts for lessons—
applicable to nearly all school subjects. Therefore, visual teaching tools should be used, as
visual perception plays a critical role in developing observation, attention, and thinking in
students.
ICT not only provides students with a large volume of well-selected knowledge but also
supports the development of their intellectual and creative abilities.
The visual presentation of material improves comprehension, as it engages all channels of
perception—visual, mechanical, auditory, and emotional.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 211
The primary school teacher constantly faces the challenge of organizing lessons optimally for
maximum effectiveness. Lesson effectiveness is one of the leading factors in planning school
instruction.
References:
1. Abdukodirov A.A. Pedagogical Technologies. Tashkent, 2010.
2. Goziev E.G. Psychological Basis of Personal Development. Tashkent, 2002.
3. Ziyoev N. Innovative Educational Technologies. Tashkent: Fan va texnologiya, 2008.
4. Khaitmetov S.Kh. New Educational Technologies and Pedagogical Mastery. Tashkent,
2003.
5. Ibragimov M. Modern Pedagogical Technologies. Tashkent: Sharq, 2005.
6. UNESCO. ICT in Education. Retrieved from [UNESCO official site].
