Volume 03 Issue 12-2023
219
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
219-221
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The integration of new technologies in education has brought about a significant transformation in the learning
process. This abstract explores the impact of emerging technologies on education and the various ways in which they
have enhanced the learning experience. The article delves into the use of artificial intelligence, virtual reality,
augmented reality, and adaptive learning systems to foster personalized and immersive learning environments.
Additionally, it discusses the role of digital collaboration tools and online platforms in facilitating interactive and
inclusive learning experiences. The abstract also examines the challenges associated with the implementation of these
technologies and provides insights into the potential future developments in the field of educational technology.
Ultimately, this abstract sheds light on the promising prospects of new technologies in revolutionizing the learning
process and preparing students for the demands of the 21st century.
KEYWORDS
Integration, new technologies, education.
INTRODUCTION
Innovation processes are a pattern in the development
of modern education. However, about what are the
changes taking place, what are the starting points for
innovative didactic searches? Data from comparative
pedagogical research show that, despite the
differences in systems and curriculum content, general
ideas about the traditional educational process in
different countries of the world have similar features.
Traditional is a simultaneous lesson with a whole
audience, during which the teacher reports, transfers
knowledge, and develops skills and abilities, based on
the presentation of new material (message,
presentation), its reproduction by the students, and
Research Article
NEW TECHNOLOGIES TO IMPROVE THE LEARNING PROCESS
Submission Date:
December 19, 2023,
Accepted Date:
December 24, 2023,
Published Date:
December 29, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue12-40
Kholida D. Sharipova
Lecturer, Gulistan State Pedagogical Institute, 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 03 Issue 12-2023
220
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
219-221
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
evaluates the results of this reproduction. Traditional
education is predominantly reproductive in nature. The
work of a teacher is focused, first of all, on
communicating knowledge and methods of action,
which are transmitted to students in a ready-made
form and are intended for reproducing assimilation;
The teacher is the only proactive person in the
educational process. In the context of mass education
(and yet in opposition to the average practice of mass
education), attempts to transform traditional
education are associated with the didactic search for a
“new education”, mainly in experimental “new
schools” during the first decades of the 20th century.
Throughout our century, the level of mass education
has also changed. In recent decades, in the conditions
of post-industrial society, education in higher
education has become widespread. Since the middle of
the century, didactic experimentation has become
widespread and covers all levels of education.
Particularly significant for the development of
approaches to learning was the change in the social
and life role of knowledge and human cognitive and
creative capabilities. Modern foreign sociologists give
the following characteristics: “During the period of
classical industrialization, the role of physical work
decreases, knowledge increases somewhat, and
capital increases significantly. In the post-industrial
period, which is characterized by information and
innovation, the ratio of the three named factors
changes.
RESULTS AND DISCUSSION
Research shows that over the past few years in
different countries of the world, it has been
unconventional for teachers to structure training in the
context of lifelong education, to create opportunities
for students to take not just an active, but also an
initiative position in the educational process, and not
just “learn” what the teacher offers (program,
textbook) material, but to explore the world by
entering into an active dialogue with it, to look for
answers yourself and not to dwell on what you find as
the final truth. In this vein, searches are being
conducted aimed at transforming traditional learning
into lively, engaged problem solving.
But at the end of the 20th century, pedagogy
approached the need to switch to personality-oriented
education, since society as a whole demands that
graduates be ready to make informed and responsible
choices in a variety of life situations. Achieving such
qualities by an individual is declared the main goal of
training and education, in contrast to the formalized
transfer of knowledge and social norms to the student
in traditional technology.
Currently, there is a problem - the need to increase the
efficiency of the educational process, and especially
that side of it that is associated with the humanization
of education, the development of personal potential,
and the prevention of dead ends in its development.
A decrease in learning motivation, overload,
widespread ill health, and rejection from the learning
process are associated not only with the imperfect
content of education, but also with the difficulties that
teachers experience in organizing and conducting the
learning process. The problem is to provide the teacher
with a selection methodology and a mechanism for
implementing the selected content in the educational
process. Individual forms and methods of teaching are
being replaced by holistic educational technologies in
general and learning technologies in particular.
Volume 03 Issue 12-2023
221
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
219-221
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Therefore, at the beginning of the 20th century, new
approaches were born. Among the new approaches, a
pedocentric concept is distinguished, in which the main
role is given to learning - the activity of the student.
This approach is based on the system of the American
teacher D. Dewey, the labor school of G. Kershenstein,
V. Lai. The concept is called “pedocentric” because
Dewey proposed building the learning process based
on needs, interests and abilities, trying to develop
mental abilities and various skills, teaching them in the
“school of work, life,” when learning is independent,
natural, and Students acquire knowledge in the course
of their spontaneous activity, i.e. “learning through
doing.”
The structure of learning looks like this: a feeling of
difficulty in the process of activity, formulation of the
problem and the essence of the difficulty, conclusions
and new activities in accordance with the knowledge
gained. The stages of the learning process reproduce
research thinking and scientific search.
A variety of activities - essays, drawings, theater,
practical work (“pedagogy of action”)
- activates
cognitive activity, develops thinking, abilities and skills.
However, the absolutization of such didactics and its
extension to all subjects leads to an overestimation of
spontaneous activity, a loss of systematic teaching, a
random selection of material, a large waste of time,
and a decrease in the level of learning.
The modern didactic system proceeds from the fact
that both sides - teaching and learning - constitute the
learning process. The modern didactic concept is
created by such areas as programmed, problem-based
learning, developmental learning (P. Galperin, L.
Zankov, V. Davydov), humanistic psychology (K.
Rogers), cognitive psychology (D. Bruner), educational
technology, and cooperation pedagogy.
CONCLUSION
The learning goals in these modern approaches include
not only the formation of knowledge, but also the
general development of students, their intellectual,
labour, and artistic skills, and the satisfaction of
cognitive and spiritual needs. The teacher leads
educational and cognitive activities while stimulating
their independent work, activity and creative
exploration. Pedagogical cooperation is a humanistic
idea of joint developmental activities based on mutual
understanding, penetration into each other’s spiritual
world, and collective analysis of the progress and
results of this activity. Collaboration and co-creation
classes are a long proc
ess of restructuring students’
thinking from the “heard
- remembered -
retold”
scheme to the “learned (by searching together with
the teacher and fellow students) - comprehended - said
-
remembered” scheme.
REFERENCES
1.
Gorlova L.A. A non-traditional lesson - a lesson
in creativity: from the experience of
schoolgymnasium No. 12 in Taldykorgan.
Schemes and conclusions based on the results
are proposed / L.A. Gorlova // Open School
(RK). - 2005. - No. 3. - P. 18-19.
2.
Druzhinin V.N. Psychology of general abilities. -
St. Petersburg: Peter, 2000.
3.
Zverev A. 10 and 90 - new intelligence statistics
Knowledge is power - 1997.\ No. 4
