Volume 02 Issue 09-2022
43
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article deals with the need of using active and interactive methods and forms of education in the preparation of
specialists and bachelors at the university, as well as it is given examples, technologies and recommendations of
implementing these methods in teaching information.
KEYWORDS
Information, technology, tendency, method, `modern, educational, standards, implementation, interactive, active
INTRODUCTION
In accordance with state educational standards, the
implementation of the educational process should
provide for conducting classes in interactive and active
forms.
The number of classes conducted in interactive forms
for most undergraduate programs should be at least 20
percent of the classroom, and for the specialist's
programs should be at least 30 percent of the
classroom.
The introduction of interactive forms of education is
one of the most important areas for improving the
preparation of students in a modern university.
Evidence from many studies confirms that the use of
Research Article
MODERN METHODS AND TENDENCIES IN TEACHING INFORMATION
TECHNOLOGY
Submission Date:
September 10, 2022,
Accepted Date:
September 19, 2022,
Published Date:
September 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue09-10
Raximjon I. Toshpulatov
Senior Lecturer Kokand 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 02 Issue 09-2022
44
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
active approaches is the most effective way to
promote student learning.
THE MAIN RESULTS AND FINDINGS
In the learning process, it is necessary to pay attention,
first of all, to those methods in which students identify
themselves with the educational materials which are
included in the situation being studied and also which
are encouraged to take active actions, experience a
state of success and, accordingly, motivate their
behavior. All these requirements are best met by
interactive teaching methods [1].
The active method is a form of interaction between
students and the teacher, in which they interact with
each other during the lesson and the students here are
not passive listeners, but active participants, students
and the teacher are on an equal footing.
Interactive methods can be considered as the most
modern form of active methods. Compared to other
methods, interactive ones are focused on a wider
interaction of students not only with the teacher, but
also with each other and on the dominance of student
activity in the learning process [1].
The activity of the teacher gives way to the activity of
students, and the task of the teacher becomes the
creation of conditions for their initiative.
Thus, active and interactive methods include only
those that are based on psychological mechanisms of
strengthening the influence of the group on the
process of mastering the experience of interaction and
mutual learning by each participant. Such methods are
innovative educational technologies [2].
Interactive teaching methods can be divided into
gaming and non-gaming. Game interactive teaching
methods: business training game, role-playing game,
psychological training. Non-game interactive teaching
methods: case-study analysis, group discussions,
brainstorming, cooperative learning methods.
In addition, the teacher can use not only the currently
existing interactive forms, but also develop new ones
depending on the purpose of the lesson, combine
several teaching methods to solve the problem [2].
In the process of studying various disciplines such as
"Computer Science" and "Information Technology",
active and interactive methods and forms have found
their place and application.
Among these teaching methods is the interactive
lecture, which combines aspects of the traditional
lecture and the training game. It makes sense to use
this lecture format in cases where you (or another
subject expert) are the carrier of unique information
and when the resource of time and other information
sources is limited [2].
The massive transition in education from a specialist to
a bachelor's degree leads to a reduction in the number
of hours for classroom work and an increase in the role
and number of hours for independent work. However,
the amount of material does not change, on the
contrary, the requirements for knowledge, skills and
knowledge of the student only increase. This is
especially true for the ability to apply the acquired
knowledge in solving professional problems and in
official activities.
This leads to the fact that classroom activities,
especially lectures, include a large number of
educational questions, problem situations, various
tasks that you need to continue to work with then on
your own.
For example, when studying the discipline “Informatics
and Information Technologies in Professional
Volume 02 Issue 09-2022
45
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Activities” (specialty “Law Enforcement”), the
introductory lecture “Introduction to Informatics and
Information
Technologies.
Subject,
objectives,
structure and content of the course” may include the
following educational issues: information, informatics,
information technology; types and properties of
information; units of measurement of information;
information encoding; the need for informatization of
law enforcement agencies; the role and place of
information support in the activities of law
enforcement agencies.
The problems of limited time and a large amount of
material can be solved by using an interactive lecture
and independent extracurricular work after it. The
lecture session is built according to the plan:
actualization and generalization of knowledge;
deepening knowledge on the topic of the lesson;
express audience survey; summarizing.
The interactive form of teaching in a lecture session
implies, first of all, the use of multimedia tools, as well
as a dialogue with the audience, since the lecture
material is based on knowledge of the school
computer science course. It is advisable to involve
students in the discussion when solving problems for
measuring the amount of information.
Information technologies make it possible to use
multimedia tools (presentations, videos, animation) in
interactive lectures and turn it into a visualization
lecture. Its application is connected, on the one hand,
with the implementation of the problematic principle,
and on the other hand, with the development of the
visibility principle. In a visualization lecture, the
transmission of audio information is accompanied by
the display of various drawings, structural and logical
diagrams, reference notes, diagrams (slides, filmstrips,
videos, films, etc.).
Such visibility compensates for the lack of
entertainment of the educational process. The main
emphasis in this lecture is on a more active inclusion of
visual images in the process of thinking, that is, the
development of visual thinking. Relying on visual
thinking can significantly increase the efficiency of
presentation,
perception,
understanding
and
assimilation of information, its transformation into
knowledge. However, it is necessary to take into
account the possibility of negative consequences in
case of excessive overload of the visual perception
channel [2].
In information technology workshops, cooperative
learning methods can be used: for example, learning
technology in small groups.
To cooperate within the framework of the educational
process means to work together, combining their
efforts to solve a common problem, while each
“cooperating” performs its specific part of the work.
Subsequently, students should exchange their
knowledge. The essence of this method:
"Everyone achieves their learning goals only if the
other members of the group achieve theirs."
The scheme of cooperative learning, in principle, is
quite simple. After receiving assignments and
instructions from the teacher, the student group is
divided into several small groups. Then each small
group works independently on the task until all its
members understand it and successfully complete it.
The result of cooperative efforts is a common benefit,
since success in completing tasks is determined by the
nature of the activities of each member of the group.
The social significance of such a learning model is also
obvious: the role of each student in the
implementation of a common task is emphasized,
Volume 02 Issue 09-2022
46
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
group consciousness, positive interdependence, and
communication skills are formed [2].
When teaching computer science and information
technology in practical classes, you can use work in
small groups or pairs, which is convenient to
implement when working at a computer. Students in a
group receive a common task, which is divided into
parts, performed by each independently; the result is
joint work. Interaction with each other in the process
of work will provide not only an increase in knowledge,
skills, methods of activity and communication, but also
the disclosure of new opportunities for students, will
be a necessary condition for the formation and
improvement of competencies through the inclusion
of participants in the educational process in a
meaningful experience of individual and collective
activities for accumulation experience, awareness and
acceptance of values [3].
R. Trebor Scholz noted the widespread use of
information
technologies
(i.e.
computer
and
telecommunication means) in interactive learning - as a
means of interaction between students, a teacher or
training programs. [4].
CONCLUSION
The following main components are required for the
implementation of information technologies for
teaching at a university: hardware and software, a
qualified teacher and electronic educational resources.
Thus, active and interactive teaching methods allow
creative application of knowledge in solving practical
problems and change not only the experience and
attitudes of the participants, but also the surrounding
reality.
REFERENCES
1.
Model guidelines "Organization of active,
interactive and traditional forms of conducting
classes in accordance with the State Educational
Standards."
2.
Reutova E.A. The use of active and interactive
teaching methods in the educational process of
the university. - Novosibirsk: NSAU
3.
Zachary J. McDowell, Matthew A. Vetter.
Wikipedia and the Representation of Reality.
Routledge, 2021
4.
R. Trebor Scholz. Learning Through Digital Media.
Institute for Distributed Creativity, 2011
5.
Katie Salen Tekinbas. Quest to Learn: Developing
the School for Digital Kids. The MIT Press, 2010
6.
Karimov, N. (2022). IMPORTANCE OF STUDYING
AND PROMOTING ORIENTAL CULTURE AND
HERITAGE. Oriental Journal of History, Politics and
Law, 2(03), 28-33.
