International Journal of Pedagogics
249
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
249-252
10.37547/ijp/Volume05Issue03-71
Information and communication technologies in the work of a
math teacher: pros and cons
A.V.Sadykova
Associate Professor, Tashkent State Pedagogical, University named after Nizami, Candidate of Pedagogical Sciences, Uzbekistan
L.A. Gazieva
Lecturer at the Tashkent State Pedagogical University named after Nizami, Uzbekistan
Received:
29 January 2025;
Accepted:
28 February 2025;
Published:
31 March 2025
Abstract:
The article explores the utilization of information and communication technologies (ICT) in the teacher's
work. It delves into the fundamental aspects of applying ICT in the educational process, examining both the
positive and negative facets of technology use in teaching. The authors outline the benefits of ICT, such as
enhancing student motivation, improving educational accessibility, diversifying educational resources, among
others.
Keywords:
Education, digitalization, ICT, digital resources, competency.
Introduction:
Information
and
communication
technologies
(ICT)
surround
modern
people
everywhere, becoming an important integral part of
their lives. In this regard, a reasonable question arises:
how important is the use of information and
communication technologies in an educational
institution and will teachers be able to teach the
younger generation without fashionable innovations?
The current domestic and foreign experience of
informatization of the educational environment
indicates that ICT can improve the effectiveness of the
educational process, however, the use of this method,
according to a number of authors, also has negative
consequences.
According to O.I. Pashchenko, informatization of
education is the process of providing the field of
education with a methodology and practice for the
development and optimal use of information
technologies aimed at the realization of psychological
and pedagogical goals of education. Informatization of
education is the process of providing the education
system with theory and practice for the development
and use of new information technologies aimed at
achieving the goals of education and upbringing.
In turn, a teacher who teaches classes using
information technology has a qualitative advantage
over a colleague who operates only within the
framework of traditional technologies. Until recently,
in the early 2000s, the teacher had only a chalkboard
and paper illustrations at his disposal. It's not just chalk
that the teacher is missing right now. The range of
gadgets used in the educational process is increasing
every year, and the quality of ICT is improving.
Electronic textbooks, simulators, presentations,
quizzes and crosswords, virtual excursions, interactive
tests, reference books, libraries, and video materials
are included in daily use. A huge amount of printed
matter in the form of diagrams, tables, and illustrations
has stopped taking up space in teachers' closets.
It can be stated with confidence that the lesson using
ICT has become more visual, vivid, colorful, effective,
interesting, fascinating, and most importantly,
productive. As a rule, there is a more effective
assimilation of knowledge, and the level of visibility
improves. Thus, teachers actively use special
presentation preparation programs, text editors,
spreadsheets, database management systems, etc.
Through the Internet, students gain access to various
online information resources (electronic libraries, etc.).
For this purpose, classrooms are equipped with
International Journal of Pedagogics
250
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
personal computers, laptops, multimedia projectors
and screens, televisions, interactive whiteboards.
Informatization of education has become an integral
part of the modern educational process, having a
significant impact, including on the teaching of
mathematics.
First, the informatization of education makes it possible
to expand access to education and mathematical
knowledge. The use of ICT in education makes it
possible to overcome geographical and social
constraints by providing the opportunity to study
remotely, online. This is especially important for those
who do not have access to traditional educational
institutions or live in remote areas.
With the help of computers, the Internet, and special
programs, students can access educational materials,
online courses, and educational resources that help
them deepen their knowledge of mathematics and
make learning more accessible, interactive, and
personalized.
In particular, mathematics, as a science, requires
understanding and practice, and the use of interactive
mathematical programs and applications can help to
better understand and apply mathematical concepts. In
addition, informatization of education allows teachers
to use various tools and methods to teach and evaluate
students' knowledge. Online testing, electronic
platforms for sharing materials and feedback, as well as
data analytics can help in assessing academic
performance and adapting the learning process.
However, it should be borne in mind that
informatization of education is not a panacea and
requires a balance between technology and traditional
teaching methods. It is also important to ensure
accessibility and equality of opportunity for all
students, so that no one is left behind due to lack of
access to technology.
Secondly, the informatization of education promotes
the development of a creative approach to teaching
mathematics. Using interactive whiteboards, computer
programs, and math applications, teachers can create
interactive lessons and assignments, including game
elements, visualization, and animation that allow
students to actively interact with the material and
develop their math problem solving skills.
Information technology also provides the opportunity
to use various mathematical programs that help solve
problems, conduct research, and visualize results. This
allows you to develop creative thinking, the ability to
work independently and search for non-standard
solutions.
Thirdly, informatization of education promotes the
development of students' communication skills, allows
them to actively interact with each other and with
teachers, including through the use of various online
platforms and tools. Through electronic learning and
communication platforms such as electronic diaries,
online forums, chat rooms, and video conferences,
students can communicate and collaborate with each
other, share information, ask questions, and discuss
mathematical
problems
and
solutions,
which
contributes to the development of their analytical and
critical
thinking,
teamwork,
and
effective
communication skills. cooperation and argumentation.
The use of interactive educational programs and
applications allows you to learn in an interactive and
playful way, which makes learning more interesting and
motivating. Such programs often include tasks that
require communication and collaboration with other
students, which contributes to the development of
communication skills.
Fourth, the informatization of education makes it
possible to personalize the educational process.
Personalization means adapting learning materials,
teaching methods, and performance assessment to the
individual needs and abilities of each student.
Informatization of education plays an important role in
the implementation of this concept.
With the help of ICT, it is possible to create
personalized educational programs that take into
account the level of knowledge, interests and learning
rate of each student. This allows students to study the
material at their own pace and according to their
individual needs.
In addition, informatization of education allows
teachers to collect and analyze data on student
achievements, which helps them better understand the
individual needs of each student and adapt the
educational process accordingly.
In general, the informatization of education has a
positive impact on the teaching of mathematics. It
promotes the development of students' technological
literacy, increases their motivation and interest in
studying mathematics, and helps them develop the
necessary skills and competencies for successful work
in the modern information society. Research on the
effectiveness of information and communication
technologies (ICT) in mathematics lessons has been
conducted by many scientists and teachers, including
foreign ones.
An analysis of the sources of scientific literature
indicates an increased interest in this problem due to
the intensive introduction of information technology in
the field of education.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
In particular, this is evidenced by the joint research
work of Spanish scientists at the University of Malaga,
Julio Ruiz Palmero, Francisco David Guillen Gamez,
Ernesto Colomo Magana and Elena Sanchez Vega,
entitled "The effectiveness of the "inverted classroom"
in teaching Mathematics in an Online Environment:
Identifying Factors Influencing the Learning Process",
published in the Online Learning Journal of the USA
(Volume 27 No. 2 (2023) Section II) dated June 1, 2023.
The author's team analyzed the effectiveness of the
"Inverted Classroom" methodology in teaching
mathematics, in particular geometry, in an online
environment.
As a result of the study, the positive aspects of this
method were identified, differences in the level of
material assimilation by school students before and
after the lesson, and recommendations were given for
further integration of this methodology into the subject
of mathematics.
In turn, representatives of the Portuguese State
University in Aveiro, Marina Andrea Gomes Pereira and
Luis Francisco Mendes Gabriel Pedro, published an
article in the 43rd issue of the Spanish magazine Digital
Education Review dated June 30, 2023 entitled
"Transmedia narratives in teaching and learning
studying Mathematics: Problems in teacher's practice".
They conducted a detailed review of the literature on
the use of digital technologies in teaching mathematics
using transmedia storytelling.
The study found that teachers who used transmedia
narratives with their students recognized their
potential as a way to support mathematical learning in
which students collaborate and solve problems as a
team.
Another joint scientific work by a team of authors from
Nepal and Kathmandu, "Research on the effectiveness
of online learning in Mathematics: a Teacher's Point of
View," published in the 2nd issue of the American
journal MATHEMATICS TEACHING RESEARCH JOURNAL
on June 30, 2023, is devoted to the study of the
problems mathematics teachers face in real situations
when the use of information technology.
The authors of the study, Rajendra Kunwar, Jagat
Krishna Pokhrel, Baikuntha Khanal, and others,
consider the effectiveness of online mathematics
education during the COVID-19 pandemic in a Case
Study format.
The study examines the effectiveness of online
mathematics education in terms of the teacher's
professionalism, technological competence, and
problems related to access to information resources.
The advantage of online learning for urban students
over students from remote areas has been revealed,
and the factors that make it effective compared to
traditional learning have been identified.
In addition, the study revealed problems in the level of
teachers' training and their technological competence
in terms of skills and knowledge in the field of
information and communication technologies. Student
participation in online learning also turned out to be
less active and mainly depended on the activity and
instructions of the teachers. The students turned out to
be more interested in individual tasks, but less involved
in teamwork. There were also significant differences in
access to information resources among students from
the periphery.
The Social and Quizizz services allowed her to do not
just simple testing, but also add an element of
competition to motivate students to achieve better
results. It was noted that these services are convenient
because they have the ability to view response
statistics and determine which questions caused the
most difficulty, which made it possible to determine
the level of knowledge acquisition on a topic or section.
In turn, the students themselves saw the wrong
answers and could draw conclusions about which topic
was worth working on more.
The experience of using information technologies by
Galimullina M.R. seems useful, who, in addition to the
above services, has mastered new online tools such as
Microsoft Teams (a program for joint communication
and work) and Kahoot as part of the advanced training
courses in the Digital Literacy of a Teacher program! (an
application for tests, surveys, an educational game or a
marathon of knowledge), Mentimeter (an online
resource for creating interactive presentations, polls,
voting in real time), the Miro Board (a virtual board
with many tools) and the Stepik platform for creating
an online course.
An equally interesting method of applying digital
technologies is the use of a special electronic platform
in Uzbekistan. So, in 2018, taking into account the study
of foreign experience, the Ministry of Public Education
of the Republic of Uzbekistan signed a memorandum
with the company Kundalik (translated from Uzbek as
"diary"), which is a representative of the Russian
company "Diary.<url>", on the implementation of the
digital educational platform "Kundalik.com ". In April
2019, the test implementation of the platform began in
selected schools in Tashkent, and from 2020, the
gradual transition of all schools to the electronic
platform.
This platform is both an electronic student's diary and
an electronic teacher's journal. Since Kundalik is a
closed system, only the administration, teachers,
International Journal of Pedagogics
252
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
students and their parents can register in it. Parents can
create their own profile (account), monitor their
children's academic performance, grades, homework,
attendance, and keep in touch with the homeroom
teacher and other teachers. The logic of the system
resembles social networks and is constantly updated.
All these problems can be solved with the help of
appropriate teacher training, the development of high-
quality educational materials, the creation of individual
assignments and materials, the use of a variety of
assessment and control methods, as well as the
creation of a motivating environment for students.
Therefore, a teacher should be able to use ICT as
carefully as possible, measuring the benefits and
harms, clearly understanding that ICT is just a tool for
achieving learning goals and objectives.
Thus, the use of ICT in the educational process is an
urgent problem of modern school education. The use
of ICT in lessons is justified, as it allows to activate the
activities of students, provides an opportunity to
improve the quality of education, improve the
professional level of the teacher, and diversify the
forms of interpersonal communication of all
participants in the educational process. The use of
various ICT tools can lead to both positive and negative
consequences. However, it is necessary to limit access
to information resources, create conditions for creative
and research activities of students, broaden their
horizons, raise the level of their cultural education, and
develop language and communication skills.
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