INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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THE SPECIFICS AND PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF THE
USE OF MEDIA IN EDUCATION
D. M. Gazieva
is a senior lecturer at Ferghana University State University
Abstract:
The article examines the ways of using media in the educational process, taking into
account their functional load, specifics, and psychological and pedagogical aspects of using media
in education. The article also analyzes the teacher's willingness to use media in professional
activities, the main components of readiness: information support, goals, motivation, activity.
Keywords:
communication, Internet portals, multimedia, media education, media resources,
media products.
Taking into account the functional load, electronic tools can be used as an educational tool for
special processing of traditional tasks, as well as as teaching assistants, such as working with
electronic dictionaries, encyclopedias and Internet portals on specific subjects.
Due to the various possibilities of media in the presentation of educational materials, the use of
media as a means of visualizing the subject is expanding.
Communication (e-media) provides communication between computers located locally or
around the world, often in the form of so-called e-mail or video conferencing, allowing children
and teachers to communicate across borders and distances. It can be used to communicate across
borders and distances. Communication also involves receiving information via the Internet and
making it available to others, that is, simultaneously consuming and producing information.
It is a tool for modeling reality, allowing you to identify complex relationships that cannot
be recognized by simple observation. By creating artificial worlds, electronic media make it
possible to conduct research on a new scale, including pedagogical ones.
A PowerPoint presentation can be used as an example of how electronic media can be
used as a means of processing educational material. This is one of the most popular formats today
for presenting self-completed assignments, reports, messages, etc. Using PowerPoint can be more
effective only if teachers and students follow the curriculum, preparation of the presentation, its
design and psychological aspects, as well as this program. The implementation of didactic
principles of visual learning at a new level can motivate students only if they know how to use
these resources.
The material presented in the form of electronic presentations significantly expands the
possibilities of traditional textbooks through the use of audio and video accompaniment,
animation effects. When working with a computer, students use both auditory and visual channels
of perception, which increases not only the volume of perceived information, but also the
intensity of its assimilation.
The second interesting way to use electronic tools as teaching aids is through specialized
computer programs aimed at developing certain skills and competencies, and online portals
offering rich material on a wide variety of topics in the discipline being studied. In addition to
specialized websites and portals, videos, feature films, documentaries, and video clips are
important and interesting educational tools.
As a means of communication, modern technological devices offer ample opportunities for
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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organizing international projects based on e-mail, video conferencing, etc. Along with joint
communication projects, students can work independently, improving their knowledge in their
chosen field. To do this, a wide variety of courses are available online for different students, both
for self-study and for teaching under the guidance of a teacher (distance learning).
Electronic media act as a tool for modeling reality, allowing students to make virtual trips to
different cities and countries, get acquainted with the traditions and culture of peoples, explore the
main tourist attractions without leaving their home, hometown, school or institute.
Modern technological devices make it possible to implement constructivist requirements for
authenticity, multiplicity of learning situations and autonomous acquisition of knowledge in
situations of social interaction and cooperation.
The concept of readiness to use media in the professional activity of a teacher, the main
components of readiness: information support, goals, motivation, activity.
Informatization and "internetization" of the educational environment is the most important task of
the state today. The central figure in the informatization of education is the teacher. The
successful implementation of these areas depends on the active participation of all participants in
the educational process. The effective use of modern information technologies, their competent
integration into pedagogical processes and the creation of a unified information environment in
educational institutions will allow us to move to a new, modern educational paradigm.
Undoubtedly, the question of how much the role of the teacher and his functions will change in
connection with the declared transformation is relevant in the educational process, which is
increasingly influenced by the global process of informatization of society. The answers to this
question represent a fairly wide range of opinions, often diametrically opposed to each other.
There are concerns that modern media and communications will completely replace teachers and
that teachers will only be able to play the role of observers and consultants. On the other hand,
others believe that none of the current types of media will be able to replace teachers in the
foreseeable future and that in any case they will only serve an auxiliary and educational function.
Whatever one's position, it is obvious that modern technological progress places new demands on
the personality, professional qualities, functions and role of the teacher in the educational process.
Considering the didactic and pedagogical potential of electronic media and the opportunities they
provide, first of all, it is necessary to talk about such qualities as productivity, interactivity,
modeling skills, individualization, sociability and multimedia. Thanks to them, modern technical
means can imitate the teacher's activity to a certain extent. However, none of the modern technical
means can claim to be a teacher-educator, despite the many undeniable advantages that open up
new opportunities in the educational process. For example, computers can perform several
functions of a teacher. Analyze the student's behavior, prompt, ask and answer questions. At the
same time, the range of issues and topics, as well as the options for consideration, are determined
in advance. . The teacher can answer any question, including the one that is not entirely successful,
in a way that corresponds to the abilities of his students, taking into account many external
circumstances and personality traits of the students.
According to popular surveys today, most teachers are theoretically aware of the need for media
education of schoolchildren and the importance of introducing modern media and communication
into the educational process, however, the proportion of those who use the media in their work is
quite large, either very rarely or not at all. Perhaps this situation is due to a number of reasons, but
the unwillingness of teachers to use modern technological means in their educational activities
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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48
plays an important role here. Therefore, we believe that teachers' interest in the latest
technological advances and the formation of an adequate understanding of the new role to be
played by teachers in an ever-changing information environment is an important moment of
retraining in a modern comprehensive school.
New media has led to the creation of new forms of knowledge management and knowledge
organization. Traditional forms of educational information transmission are being increasingly
criticized. Declarative knowledge is no longer required, it is necessary to encourage learning as a
process and create favorable conditions for it. Traditional teaching is based on the teacher learning
structured content and passing it on to students. Learning in the information society requires more
activity from the students themselves, who master the skills, methods and techniques of self-
learning. The rejection of strict instructions creates an interaction that focuses on the student
himself, his individual abilities and characteristics.
Learning from new principles means autonomy, collaboration, interactivity, and creativity. New
learning can be facilitated by the introduction of new forms of learning, the creation of new roles
for teachers, the active introduction of new technological tools into the educational process and
the provision of free access to media resources. The implementation of such a paradigm shift
largely depends on the willingness and initiative of teachers to work with various media tools.
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