Volume 04 Issue 06-2024
24
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
24-36
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article provides an analysis curriculums of the using SMART technologies in higher education universities in
Uzbekistan and abroad. A total of 215 respondents from Jizzakh State Pedagogical Institute, Navoi State Pedagogical
Institute and Kokand State Pedagogical Institute were involved in the pilot work. The analysis of the curriculum of the
education system in Altai, Belarus and the Republic of Uzbekistan is also presented.
KEYWORDS
SMART technologies, HEU, Internet of things, Euler-Venn diagram, comparative analyzing.
INTRODUCTION
Research Article
COMPARATIVE ANALYSIS OF THE USE OF SMART TECHNOLOGIES IN
HIGHER EDUCATION INSTITUTIONS BETWEEN THE EDUCATION
SYSTEMS OF UZBEKISTAN AND FOREIGN COUNTRIES
Submission Date:
May 31, 2024,
Accepted Date:
June 05, 2024,
Published Date:
June 10, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue06-04
Gulchekhra Kadirova
Senior Lecturer, University of Tashkent for Applied Sciences, Uzbekistan
Saida Djuraeva
Senior Lecturer, University of Tashkent for Applied Sciences, Uzbekistan
Nodira Aliyeva
Senior Lecturer, University of Tashkent for Applied Sciences, Uzbekistan
Maprat Rasuleva
Senior Lecturer, University of Tashkent for Applied Sciences, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 06-2024
25
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
24-36
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The 2030 Concept of International Education, adopted
by international organizations (UNESCO, UNICEF, UN)
and developed countries (South Korea, China, Japan,
Russia, etc.), emphasizes that education is a key driver
of social development and an important factor in
achieving sustainable development goals. Virtual
learning technologies, mass online open courses,
mobile learning technologies, education management
systems and e-learning models are effectively used to
provide quality education [Online learning service with
Edunet].
Today, the world's leading countries in the ICT
Development Index (South Korea, Denmark, Sweden,
USA, Singapore) paid more attention for using
databases, communication networks and SMART-
technologies in education system. These process
demand specialists have such quality as creativity, self-
confidence, making original ideas and etc.
One of priorities of our country harmonize the
education system with international educational
standards, ensure the quality and competitiveness of
training in higher education, improve the quality of
higher education based on world practice, develop
effective methods of innovation in continuing
education. The Action Strategy for the Further
Development of the Republic of Uzbekistan states
priorities such as "Stimulation of research and
innovation activities, creation of effective mechanisms
for the implementation of scientific and innovative
achievements, establishment of specialized research
and experimental laboratories, high technology
centers and technology parks at universities and
research institutes" [2; P.11].
The object
of the study were students of
undergraduate education in pedagogical higher
education institutions of the Republic of Uzbekistan.
At the same time, the process of teaching students the
subject "Network Technologies" was determined, and
a total of 215 respondents from Jizzakh State
Pedagogical Institute, Navoi State Pedagogical
Institute and Kokand State Pedagogical Institute were
involved in experimental work.
METHODS
In the process of research, comparative study and
analysis
of
pedagogical,
psychological
and
methodological resources, didactic literature, curricula
and programs, textbooks and teaching materials,
socio-pedagogical (observation, interview, diagnosis,
survey, test), experimental, mathematical statistical
processing of monitoring results.
The scientific novelty of the research is:
The content of the subject "Network Technology" is
enriched by the introduction of concepts such as cloud
technology, IoT-Internet of Things, NB-IoT technology,
Smart Campus, LPWAN and LoRaWAN, wireless
network technologies (Wibree, ZigBee, UWB, Wireless
HD);
Introduction of collaborative network improved by
educational resources and interactive multimedia
technologies based on SMART-technologies (Smart
Digital Podium - interactive management system,
Smartboard
-
interactive whiteboard, SMART
Notebook and SMART Meeting Pro - collaborative
learning software, SMART Bridgit - conference
program);
Criteria for assessing the knowledge, skills and
professional competencies of students in the field of
"Network Technology" (motivational, intellectual and
Volume 04 Issue 06-2024
26
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
06
P
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:
24-36
OCLC
–
1121105677
Publisher:
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Servi
active) are determined on the basis of modern
methods of control and monitoring of the educational
process;
The methodological basis of teaching the subject
"Network Technology" has been improved through
using of electronic didactic materials (media resources,
web technology and network simulator program) in
integrated learning environment and the model
"Flipped classroom".
Thus, scientists highlight the relevance of the problem
of developing the ICT competence of teaching staff in
the framework of their professional education.
However,
solutions
to
the
problem
under
consideration are offered only within the framework of
the professional training of future teaching staff in
higher educational institutions. The issues of
developing the ICT competence of future teaching
staff with the help of SMART technology remain aside.
The purpose of the article
–
to develop ICT competence
of future specialists (teachers) with helping SMART
technologies.
METHODOLOGY
It is known that the formation of knowledge, skills and
competencies in a field in a person is directly related to
the education system. The effectiveness of the
education system is directly ensured by the level of
teachers, student needs, the content of textbooks and
infrastructure aimed at formation of independent
learning. Thus, training of advanced personnel,
increasing their competitiveness in accordance with
the requirements of the labor market, the
development of creative thinking professionals are
closely linked with the educational process in
educational institutions.
Today, smart-education, which is an improved form of
e-learning, is developing rapidly. Program for the
formation of a "Single European University" on the
principle of Smart - education in Europe [3; P. 3-5],
SMART Education in South Korea - digital textbook
initiative and KERIS - edunet system [1; P.1-3], IBM - an
educational concept for the intelligent planet [4; P.1-3],
China PLS (Personal Learning Space) Model System [5;
P.1-2], "Smart University" in Moscow, Omsk, Perm,
Kazan universities in Russia [6; P.144-145] is formed.
In our country, the Action Strategy for the further
development of the Republic of Uzbekistan prioritizes
"improving the quality and efficiency of higher
education
institutions,
educating
intellectually
developed, independent-minded, strong-willed, loyal
to the Fatherland" [2; P.10-11].
The term “SMART” was first introduced in 1954 by
scientist, economist, publicist, educator Peter
Ferdinand Drucker, in 1965 by Paul J. Meyer, and in 1981
by George T. Doran in his research [P.Ferdinand, 1965].
SMART - English words "Specific", "Measurable",
"Attainable", "Relevant", "Time-bound", "Time-
bound" represented by capital letters [7; P.4-5].
Technology - (visual: technology, rus: technology) a set
of methods and processes in a particular field of
production [8; P.237].
One of the leading scientists of the Republic According
to
A.A.Abdukodirov,
Smart
technologies
are
technologies which are transmitted to procedures on
the basis of interaction and exchange of experience,
primarily based on information and knowledge. The
main feature of "Smart" is the ability to interact and
adapt to the environment. This feature has an
independent value and can be applied to the city,
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OCLC
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Publisher:
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university, education, technology, society and many
other categories [7; P.4-5].
SMART is a feature of a system or process that
manifests itself in its interaction with the environment
and allows the system to process its capabilities,
respond immediately to changes in the external
environment, adapt to changing conditions, develop
independently and self-manage, effectively accomplish
results [9; P.43].
Today, the main tools of SMART-technologies are IoT
(Internet of things). Internet of Things IoT (Internet of
Things) is remote control of home appliances, vehicles,
etc. using artificial intelligence, equipped with a
network system consisting of special electronics,
software, sensors, interconnection of receivers and
transmitters. To implement the principles of "Life Long
Learning" in the XXI century, announced by UNESCO,
which is smaller and cheaper for IoT technology
researchers, it consumes less energy and can be
connected to almost any type of device. Conditions are
created through SMART education. SMART-education
creates learning opportunities “anytime, anywhere
and anytime”. SMART
- the society poses global
challenges to higher education institutions, such as the
training of creative potential professionals with
modern thinking and ability to work. To do this, they
need to develop the following practical skills:
communication in social networks, search and
selection of useful information, work with electronic
resources, creating a personal database that requires
changing the environment of the learning process [10;
P.12].
The main principles of SMART education include:
1. Use of up-to-date information in solving educational
problems provided in educational programs.
2. Organization of independent learning, research and
design activities of students.
3. Carry out the learning process in a distributed
learning environment. The educational environment
should not be limited to the boundaries of the
educational institution’s regional or distance education
system. The learning process should be continuous.
4.
Flexibility
of
educational
directions
and
individualization of education, ie individual orientation.
Thus, "SMART-education" expands the opportunities
for personal development of future professionals and
forms the necessary creative potential. In this case,
SMART-technologies and "Internet of Things" (IoT)
serve as the main tools for teaching. It should be noted
that the country has not yet developed specific
methodological recommendations based on the
concept and research on the use of SMART-
technologies and IoT-Internet in the education system.
The study used such general scientific methods as
analysis and synthesis, comparison and generalization.
In addition, to identify the attitude of computer
science teachers to the problem of developing
creativity, testing was carried out, and Student's
criterion was used for statistical analysis of the data
obtained.
The validity and reliability of the data obtained was
ensured by the organization of the experiment in
accordance with the goals, objectives and conditions
for implementation, a representative sample, the
adequacy of the methodology used, and statistical
processing of the experimental data.
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OCLC
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1121105677
Publisher:
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DISCUSSION
The problems of teaching the subject "Network
Technologies" are being studied by a number of
scientists from foreign countries and our country,
educational computer programs are being developed
and implemented in the educational process. Despite
the fact that the country is working to raise the level of
work in this area, the following problems remain: the
lack of textbooks and manuals in Uzbek on the subject
of network technology, including electronic versions
and the lack of modern requirements; lack of e-learning
resources in science; the level of methodological
guidelines for practical, laboratory and independent
study is not at the required level.
In overcoming the above problems and developing a
system of professional knowledge development for
future professionals, first of all, methodological,
professional, motivational, pedagogical, psychological,
systematic, theoretical-scientific, creative-practical,
self-assessment, independent learning, prospects for
professional success factors such as cognition need to
be considered.
RESULTS
We perform methods of analysis by comparing
topics in the content of science programs. To do this,
we use the theory of algebraic sets i.e. we defined the
Altai State Pedagogical University of Russia as Set A,
the Belarusian State Pedagogical University as Set B,
and the Pedagogical Higher Educational Institutions of
Uzbekistan as Set C. We represent the numbers of
topics given in the table (Appendix 1) as set elements
x, y and z, respectively. We find their intersection and
merger and interpret them in the Euler-Venn diagram.
(See Figure 1.1).
Pic.1.1. Euler-Venn diagram.
x
1.1
,
x
2.1
, x
3.2
, x
4.2
, x
4.3
,
x
4.5
, x
5,1,
x
5.3
, x
6.2,
y
1.1,
y
1.2
, y
1.3
, y
1.4
, y
2.1
, y
2.2,
y
3.1
, y
3.2
, y
3.3,
y
4.1
, y
4.3,
z
1.2
, z
2.2
, z
3.1
, z
4.2
x
2.2
, x
3.1
, x
4.1
,
x
4.4
, x
5.2
, y
1.6,
x
1.2
, x
6.1
, z
2.1,
z
4.1
y
2.4
, y
3.5
, z
3.2
,
z
6.1
, z
6.3
y
1.5
, y
2.3
, y
2.5
,
y
2.6
, y
3.4
, y
4.2
,
y
4.4
, y
5.1
, y
5.2
z
1.1
, z
3.3
, z
4.3
,
z
5.1
, z
5.2,
z
6.2
Volume 04 Issue 06-2024
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International Journal of Pedagogics
(ISSN
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VOLUME
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ISSUE
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P
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:
24-36
OCLC
–
1121105677
Publisher:
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Table 1.1.
Altai State Pedagogical University
Theme №
1.1 1.2 2.1 2.2 3.1 3.2 4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 6.1 6.2
Element
x
1.1
x.
1.2
x
2.1
x
2.2
x
3.1
x
3.2
x
4.1
x
4.2
x
4.3
x
4.4
x
4.5
x
5.1
x
5.1
x
5.3
x
6.1
x
6.2
Table 1.2.
Belarus State Pedagogical University
Theme №
1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4
Element
y
1.1
y
1.2
y
1.3
y
1.4
y
1.5
y
1.6
y
2.1
y
2.2
y
2.3
y
2.4
y
2.5
y
2.6
y
3.1
y
3.2
y
3.3
y
3.4
3.5 4.1 4.2 4.3 4.4 5.1 5.2
y
3.5
y
4.1
y
4.2
y
4.3
y
4.4
y
5.1
y
5.2
Table 1.3.
Pedagogical higher educational institutions of Uzbekistan
Theme №
1.1 1.2 2.1 2.2 3.1 3.2 3.3 4.1 4.2 4.3 5.1 5.2 6.1 6.2 6.3
Element
z
1.1
z
1.2
z
2.1
z
2.2
z
3.1
z
3.2
z
3.3
z
4.1
z
4.2
z
4.3
z
5.1
z
5.2
z
6.1
z
6.2
z
6.3
A = {
x
1.1
, x
1.2
, x
2.1
,
x
2.2
, x
3.1
, x
3.2
, x
4.1
, x
4.2
, x
4.3
, x
4.4
, x
4.5,
x
5.1
, x
5.1
, x
5.3
, x
6.1, 6.2
};
B = {
y
1.1
,
y
1.2
, y
1.3
, y
1
.
4
, y
1.5
, y
1.6
, y
2.1
, y
2.2
, y
2.3
, y
2.4
,
y
2.5
, y
2.6
, y
3.1
, y
3.2
, y
3.3
, y
3.4
, y
3.5
, y
4.1
, y
4.2
, y
4.3
, y
4.4
,
y
5.1
, y
5.2
};
C = {
z
1.1
,
z
1.2
, z
2.1
, z
2.2
, z
3.1
, z
3.2
, z
3.3
, z
4.1
, z
4.2
, z
4.3
, z
5.1
, z
5.2
, z
6.1
, z
6.2
, z
6.3
}.
We determine the intersection of the current sets:
A ∩ B = {
x
2.2
, x
3.1
, x
4.1
, x
4.4
, x
5.2
, y
1.6
}
A ∩ C = {
x
1.2
, x
6.1
, z
2.1,
z
4.1
}; B ∩ C = {
y
2.4
, y
3.5
, z
3.2
, z
6.1
, z
6.3
}
A ∩ B ∩ C = {
x
1.1
,
x
2.1
, x
3.2
, x
4.2
, x
4.3
, x
4.5
, x
5.1,
x
5.3,
x
6.2,
y
1.1,
y
1.2
, y
1.3
, y
1.4
, y
2.1
, y
2.2,
y
3.1
, y
3.2
, y
3.3,
y
4.1
, y
4.3,
z
1.2
, z
2.2
, z
3.1
, z
4.2
}
We find the differences of the sets:
A\B = {
x
1.2
,
x
6.1
}; A\C= {
x
2.2
,
x
3.1
, x
4.1
, x
4.4
, x
5.2
};
B\А = {
y
1.5
, y
2.3
, y
2.4
, y
2.5
, y
2.6
, y
3.4
, y
3.5
, y
4.2
, y
4.4
, y
5.1
, y
5.2
};
B\С = {
y
1.5
, y
1.6
, y
2.3
, y
2.5
, y
2.6
, y
3.4
, y
4.2
, y
4.4
, y
5.1
, y
5.2
};
C\А = {
z
1.1
,
z
3.2
, z
3.3
,z
4.3
, z
5.1
, z
5.2
, z
6.1
, z
6.2
, z
6.3
};
C\В = {
z
1.1
,
z
2.1
, z
3.3
, z
4.1
, z
4.3
, z
5.1
, z
5.2,
z
6.2
};
А\В\С = A\C\B = ;
B\A\C = B\C\A = {
y
1.5
, y
2.3
, y
2.5
, y
2.6
, y
3.4
, y
4.2
, y
4.4
, y
5.1
, y
5.2
};
C\A\B = C\B\A = {
z
1.1
, z
3.3
, z
4.3
, z
5.1
, z
5.2,
z
6.2
};
Analyzing the solution of the intersection of algebraic
sets, we come to the following conclusions, focusing
on the set C, i.e. the topics in the Science Program of
pedagogical
higher
education
institutions
of
Uzbekistan:
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1. The science program of the Altai State Pedagogical
University and the science program of the Belarusian
State Pedagogical University correspond to 6 topics,
i.e. the intersection of sets A and B has 6 elements.
2. The intersection of sets A and C has 4 elements x1.2,
x6.1, z2.1, z4.1, which corresponds to topics 1.2, 6.1 and
2.1, 4.1 in the subject program of Altai State
Pedagogical University and higher pedagogical
institutions of Uzbekistan. indicates that it has arrived.
(See Table 1.4)
Table 1.4.
Compatibility table
№
Altai State Pedagogical University
Pedagogical higher educational institutions
of Uzbekistan
1
1.2. The main components of the
network. Network application. Network
standardization.
2.1. Types of computer networks. Their
classifications.
2
6.1. History of Internet networks.
4-module. Internet-global computer network.
1. The intersection of sets V and S has 5 elements (y2.4,
y3.5, z3.2, z6.1, z6.3), ie topics 2.4, 3.5 in the science
program of the Belarusian State Pedagogical
University
in
pedagogical
higher
educational
institutions of Uzbekistan Corresponds to topics 3.2,
6.1, 6.3. (See Table 1.5)
Table 1.5.
Compatibility table
№
Belarus State Pedagogical University
Pedagogical higher educational institutions
of Uzbekistan
1
2.4. High speed local area network
technologies.
3.2. Local area network topology. Local area
network topology.
2
3.5. Quality of service and protection in
IP networks. NAT technology. Secure
channel service. Secure IPSec protocol.
Virtual private networks. MPLS VPN
technology.
6-module.
Network security.
Basics of network security. Types of threats in
the network.
6.3. Hardware and software for data security in
the network. Secure email. Network-level
security: IPses and virtual.
4. The intersection of sets A, B, and C has 24 elements
(x1.1, x2.1, x3.2, x4.2, x4.3, x4.5, x5.1, x5.3, x6.2 , y1.1,
y1.2, y1.3, y1.4, y2.1, y2.2, y3.1, y3.2, y3.3, y4.1, y4.3, z1.2,
z2 .2, z3.1, z4.2), ie topics 1.2, 2.2, 3.1, 4.2 in the subject
program
of
pedagogical
higher
educational
institutions of Uzbekistan Altai State Pedagogical
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University 1.1, 2.1, 3.2, 4.2, 4.3, 4.5, 5.1, 5.3, 6.2 and
Topics 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 4.1, 4.3 of the
Belarusian State Pedagogical University.
Analyzing the solution of the differences of the current
sets A, B and C, we come to the following conclusions:
1. The difference between sets A and B was 2 elements
x1.2 and x6.1, i.e. topics 1.2 and 6.1 in the science
program of Altai State Pedagogical University are
topics that do not correspond to the Belarusian State
Pedagogical University.
2. The difference between sets A and C was 5 elements
(x2.2, x3.1, x4.1, x4.4, x5.2), ie 2.2, 3.1, 4.1, 4.4, 5.2 in the
science program of Altai State Pedagogical University -
Topics do not correspond to the science program of
pedagogical
higher
education
institutions
of
Uzbekistan.
1.
The difference between sets B and A was 11
elements, i.e. these topics in the science program of
the Belarusian State Pedagogical University are not
available at the Altai State Pedagogical University.
2.
The difference between sets B and S was 10
elements (y1.5, y1.6, y2.3, y2.5, y2.6, y3.4, y4.2, y4.4,
y5.1, y5 .2), ie topics 1.5, 1.6, 2.3, 2.5, 2.6, 3.4, 4.2, 4.4, 5.1,
5.2 in the science program of the Belarusian State
Pedagogical University do not correspond to the
science program of pedagogical higher educational
institutions of Uzbekistan. (See Appendix 1)
3.
The difference between sets S and A was 9
elements z1.1, z3.2, z3.3, z4.3, z5.1, z5.2, z6.1, z6.2, z6.3,
ie Uzbekistan these relevant topics in the science
curriculum
of
pedagogical
higher
education
institutions are not available at Altai State Pedagogical
University.
4.
The difference between sets S and B was 8
elements z1.1, z2.1, z3.3, z4.1, z4.3, z5.1, z5.2, z6.2, ie
pedagogical higher educational institutions of
Uzbekistan these topics in the science program are not
relevant to the Belarusian State Pedagogical
University.
5.
The difference between sets A, B and C is equal
to an empty set, ie all topics in the science program of
the Altai State Pedagogical University correspond to
the science programs of pedagogical higher
educational institutions of Uzbekistan and the
Belarusian State Pedagogical University. The topics are
also structured according to the content, and the
program is well designed.
6. The difference between sets B, A and C is equal to 9
elements, which means that the remaining educational
institutions of the Belarusian State Pedagogical
University do not correspond to the science program
of the remaining educational institutions.
9. The difference between sets S, A and B is equal to 6
elements (z1.1, z3.3, z4.3, z5.1, z5.2, z6.2), which are the
remaining topics in the science program of
pedagogical
higher
education
institutions
of
Uzbekistan. means that educational institutions do not
fit into the science curriculum.
Based on the analysis, it was concluded that the
pedagogical
higher
education
institutions
of
Uzbekistan should integrate the science program
"Network Technologies" in accordance with the topics
of the science program of the Altai State Pedagogical
University. It is also necessary to enrich modern
concepts of network technologies by incorporating
them into the content of topics on the basis of
qualification requirements. it is necessary to take a
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systematic approach to the content of teaching
materials and methodological methods of teaching in
teaching the subject "Network Technology". The main
problem is the choice of topics in the curriculum on a
clear, logical and scientific basis, with the following
requirements arising from various didactic issues: the
relationship between production and science;
interdisciplinary and intradisciplinary connections;
distribution of study time; basic rules, laws and
concepts in the systematic formation of knowledge;
logical analysis of the study material.
The main purpose of teaching the subject "Network
Technology" is to provide students with theoretical
and scientific knowledge on the methodology and
technology
of
network
technology,
network
management, network design. Its task is to create in
students the knowledge, skills and abilities to create
modern methods of network technology, network
technology and its software, working in network
management systems [11, p.5].
Lectures on "Network Technologies" require more
modern theoretical information, enriching its content.
In the selection of training materials can be used in the
following contexts: comprehensive development of
the personality of the future specialist; high scientific
and practicality; suitability of specialists for real
training opportunities in terms of complexity;
compliance with the established time and date
available in the study of a given subject.
The content of professional competence in the new
form of the content of the subject "Network
Technology" studied during the study was developed
in accordance with the learning objectives of the Blum
taxonomy. (See Table 1.6).
Table 1.6.
The structure of professional competence in a new form of the subject "Network Technology"
Categories of B.
Blum's taxonomy
Competencies
To know
B1
Knowledge of the principles of building computer networks
B2
Know and differentiate the reference model and network levels for
the interaction of open systems
B3
Knowledge of the components of modern network and information
and communication technologies
Understandi
ng
Т1
Understand the functions and uses of modern network devices
Т2
Understanding the role of network technology in education.
Apply
Q1
Design and operation of computer networks using modern network
technologies
Q2
Application of modern network technologies in the organization of
network partnerships in education
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Analysis
ТL1
Analysis of network technology standards
ТL2
Establishing the interconnectedness and relationship of the
components of modern information and communication
technologies, identifying the principles that make up the integrity.
Synthesis
С1
Summarize the given parts in order to create new components of
network technologies
С2
Develop a network creation project
Rating
BSH1
Feedback and summarization of network design
BSH 2
Identify and justify the pros and cons of the network
BSH 3
Provide and evaluate solutions based on specific criteria
Cloud technologies was enriched and systematized by
introducing concepts such as, IoT-Internet of Things,
NB-IoT technology, Smart Campus, LPWAN and
LoRaWAN, wireless network technologies (Wibree,
ZigBee, UWB, Wireless) on the principle of
membership HD). At the same time, the topics were
narrowed down, while maintaining the amount of
classroom hours specified in the work plan. (See Table
1.7). The proposed new types, methods, tools and
forms of lectures are based on scientific and practical
analysis. conference program) based collaborative
network has been improved through the introduction
of educational resources and interactive multimedia
tools.
Table 1.7.
New topics in the content of the subject "Network Technologies"
№
Themes
C
ompet
enc
e
Total
Le
cture
а La
b
P
ra
cti
ca
l
Inde
pe
n
de
nt
Le
arnin
g
та
ъл
им
1
1-Module. Introduction to network technologies.
Information and communication technologies.
1.2. Computer networks. Basic components and software
1.3. A reference model for the interaction of open systems
B1
B2
B3
Т1
Т2
ТL1
18 6
12
2
2-Module. Physical and channel levels.
2.1. Theoretical foundations of data transmission.
2.2. Wireless network technologies (Wibree, ZigBee, UWB,
Wireless HD). Bluetooth architecture. *
B2
B3
Т1
ТL1
20 4
2 2 12
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Q1
С1
3
3-Module. Network level.
3.1. Network layer. Methods of data transmission. Packet
switching.
3.2. Modeling local area networks.
3.3. IP address and ways to allocate it. Classification of
addresses
B2
Т1
ТL1
ТL2
Q1
С1
BSH2
48 6 12 8 22
* -
Newly added topics
Laboratory and practical classes play an important role
in strengthening the theoretical knowledge and
developing practical skills of students in the field of
"Network Technology". However, in most cases they
do not give the expected result for the following
reasons: the existing laboratory rooms are not
adequately equipped with the necessary equipment;
most laboratory equipment does not fully meet
modern requirements and is obsolete; inability of
students to make effective use of the allotted time due
to the fact that some laboratory assignments take a
long time to complete, and so on.
Analysis of some laboratory topics (separately
identified) in the subject "Network Technologies" in
pedagogical higher education institutions allowed to
note the following shortcomings: the topics are not
systematized by module (section); knowledge of the
basic methods of technical design and construction,
the basic laws of development of technical systems;
use modern technical means in the process of technical
design; does not meet the qualifications of the main
methods of designing technical processes and
systems, etc.; know the possibilities of using
information technology in professional activities;
development of technical design, creation and
maintenance of relevant databases, preparation of
electronic sources for the project process; partially
responds to basic data search and compilation skills,
etc.; some laboratory sessions do not meet the
requirements of the time norms.
In
order
to
overcome
these
shortcomings,
systematized topics of practical and laboratory training
in accordance with the new science program "Network
Technologies" (see Table 1.7) on the basis of
enrichment of higher education in accordance with the
State
Education
Standards
and
Qualification
Requirements [11, pp. 3-10]. was released. At the same
time, the adaptation of the training to the instructions
for implementation in the simulator programs was
taken into account. We have highlighted some of the
content in the current Science program that is
outdated and does not meet the current trends and
requirements of today's network technologies.
Analyzing the topics of independent study, new
content was added to it. Assignments were prepared
in an individual practical form, with each student taking
a creative approach to independent work, for example,
assignments on the essence of the topic, written
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abstracts, simulation models (simulators) and
multimedia presentations.
CONCLUSION
1. Collaborative network educational resources based
on SMART-technologies and interactive multimedia
technologies serve as an important pedagogical tool in
improving the didactic tools of teaching;
2. The use of modern methods of control and
monitoring of the educational process in determining
the criteria for assessing the knowledge, skills and
professional competencies (motivational, intellectual
and active) of students in the subject "Network
Technology" allows to achieve priority results;
3. Improving the methodological basis of teaching the
subject "Network Technology" on the basis of
electronic didactic materials (media resources, web
technology and network simulator) in an integrated
learning environment and the application of the model
"Flipped classroom" will increase the effectiveness of
teaching the subject.
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Publisher:
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