The Role of Information Technologies in Teaching Humanities
Amridinova Dilrabo Tursunovna
Tashkent University of Applied Sciences, st. Gavkhar, Tashkent 100149, Uzbekistan
https://doi.org/10.5281/zenodo.10442476
Key words:
information technology, humanities, highly qualified specialists, educational platforms, influence of information
technology.
Abstract
: The integration of information technology into humanities education plays a pivotal role in shaping proficient and
competitive individuals. These individuals exhibit adaptability to dynamic conditions, possess advanced critical and creative
thinking skills, and demonstrate readiness for continuous professional self-development and improvement. Moreover, they excel
in reflection, goal-setting, and systematic goal achievement. This work emphasizes the significance of information technology in
cultivating highly skilled professionals capable of performing at an elevated level in their respective fields. The article aims to
analyze the experiences associated with incorporating information technologies into humanities education, including the
utilization of smart boards, multimedia installations, document cameras, electronic textbooks, and educational platforms. The
study sheds light on the impact of information technology on the development of students' competencies.
Introduction
The advancement and integration of new
technological
solutions
rooted
in
information
technology across various aspects of public life
underscore the necessity for their inclusion in the
education of higher institution students . The teaching
of humanities within vocational education plays a
pivotal role in shaping the competence of future
graduates. The increasing popularity of utilizing
information technology in humanities education
provides an avenue to broaden student learning
opportunities.
The global shift towards an information
society, particularly at the turn of the XX–XXI
centuries, marked a significant transformation in
social structures. The emergence of an information
society emphasizes knowledge orientation, digital
representation of objects, innovation, virtualization of
production, dynamic social processes, and the
assessment of individual effectiveness based on
information and communication technologies. The
evolution from science focused on knowledge
accumulation to mastering accumulated knowledge,
with a recognition of the pivotal role of computer
science, has altered the world's perception. The
development of an information society and new
technologies has led to the formation of a new
educational paradigm, replacing the classical one.
The introduction of personal computers and
the evolution of information and communication
technologies have profound impacts on human
development, worldview, and personal values. As
individuals immerse themselves increasingly in
virtual worlds, lifestyle, thought processes, and
interpersonal dynamics undergo transformations.
Achieving computer literacy is no longer sufficient; it
demands a level of information culture rooted in an
understanding of the patterns of information society
development.
In
the
contemporary
era,
society's
development is heavily influenced by computer
technologies penetrating all aspects of human
activity, shaping a global information space.
Computer education and the use of information
technology constitute integral components of this
transformative
process.
Before
delving
into
information technologies, it's essential to informally
define them as processes utilizing tools and methods
for collecting, processing, and transmitting data to
generate new quality information about an object,
process, or phenomenon. The broad scope of the term
“Information technology” encompasses everything
related to "computer technology" [1].
The infusion of modern information and
communication technologies into science and
education has spurred applied research in numerous
humanities and social fields. What was once the
domain of natural sciences specialists and students
has
expanded
into
confidently
incorporating
information technologies in humanities studies.
Today, it is inconceivable to envision a specialist's
work in any field without the use of computer and
information technology, playing a pivotal role in
decision-making efficiency.
Humanities and liberal arts education
naturally integrate with other sciences, sharing
common issues and unique humanitarian challenges,
such as preserving and systematizing knowledge for
the accessibility of mankind's cultural heritage. The
specificity of humanitarian knowledge necessitates
determining effective ways to employ information
technologies for research and education in the
humanities.
The ongoing pace of information technology
implementation in science, education, culture, and
daily life underscores a convergence and synthesis of
humanitarian and natural science knowledge within
the
new
information
environment[2].
This
environment presents all knowledge as a unified
dynamic system.
While the use of information technology in education
is extensively discussed, certain unresolved issues
persist, particularly in the context of teaching
humanities in vocational education [3]. Humanities
contribute significantly to a student's personal and
cultural development, shaping competitive specialists
with not only professional competencies but also
intellectual,
cultural,
and
spiritual
potential.
Information technologies in humanities education
facilitate student-teacher interaction, automated
control, the utilization of diverse information, and
enhance teaching effectiveness. This article delves
into the experience of incorporating information
technologies in a higher education institution,
specifically focusing on humanities disciplines[4].
Methods
The research, spanning the years 2018 and
2019, involved a cohort of 68 first-year students
enrolled in a higher education institution. To enhance
the educational experience in sociology, philosophy,
and cultural studies, contemporary information
technologies were integrated, aiming to augment the
richness, visual appeal, and accessibility of the
learning process. The development of competence in
these subjects was meticulously conducted through a
multifaceted approach, encompassing traditional
lectures, interactive practical (seminar) sessions, and
self-directed study.
The assessment of the maturity of the
competence, specifically focusing on "the ability to
use the fundamentals of philosophical and socio-
humanitarian knowledge to form a scientific
worldview," underwent a comprehensive evaluation.
This evaluation involved a set of carefully selected
criteria, meticulously detailed in the research work.
To gauge the impact of the introduced technologies,
assessments were conducted both before and after
their implementation.
The
infusion
of
modern
information
technologies into the educational framework aimed
not only to diversify instructional methods but also to
create a more immersive and engaging learning
environment. Lectures served as a foundational
platform for theoretical understanding, providing
students with a comprehensive overview of key
concepts. Practical seminar classes, meanwhile,
offered a dynamic space for interactive discussions,
collaborative problem-solving, and the application of
theoretical knowledge to real-world scenarios.
Crucially, independent work played a pivotal
role in reinforcing the newly acquired skills and
knowledge. Students were encouraged to explore the
subject
matter
independently,
leveraging
the
technological tools provided. This approach fostered
a sense of autonomy and self-directed learning,
aligning with contemporary educational paradigms
that prioritize student engagement and active
participation.
The selected criteria for evaluating the
maturity of competence were thoughtfully designed
to encompass the breadth and depth of philosophical
and socio-humanitarian knowledge. These criteria
were not only aligned with the overarching learning
objectives but were also tailored to capture the
nuanced impact of information technologies on the
students' ability to form a scientific worldview.
By conducting assessments both before and
after the incorporation of information technologies,
the study sought to discern the tangible effects of
these tools on the students' competence development.
This
methodological
choice
allowed
for
a
comparative analysis, shedding light on the
transformative potential of modern information
technologies in shaping the intellectual and cognitive
landscape of first-year students in the realm of
sociology, philosophy, and cultural studies.
Results and discussion
Various information technologies, including
smart boards, multimedia installations, document
cameras,
electronic
textbooks,
and
electronic
educational platforms, were employed in the teaching
of humanities[5]. In disciplines like sociology,
cultural studies, and philosophy, students utilized a
diverse range of information tools, enriching their
learning experience and preparing for practical and
seminar sessions[6].
In the lecture material exploration, students
were provided with electronic textbooks, facilitating
independent
processing
of
knowledge.
These
electronic books presented information in a clear
manner, simplified information retrieval, and featured
electronic notebooks allowing both students and
teachers to make corrections as needed[7]. For
revisiting lectures, students accessed electronic
educational platforms, each hosting a dedicated
electronic course for specific disciplines.
A document camera served as a crucial
computer tool, implementing a fundamental teaching
principle by displaying images from paper media on a
large screen. In humanities education, the document
camera fulfilled functions such as showcasing
stationary images and enabling their enlargement, as
well as demonstrating real-time actions of the
teacher[8].
The development of skills in utilizing the
foundations of philosophical knowledge to shape a
worldview position involved not only theoretical
mastery but also practical work. Discussions, round
tables addressing problematic issues, games, and
design work were incorporated for this purpose.
During discussions, student participation
involved the display of quotes, models, and positions
of opponents on the screen. For project preparation,
various messengers facilitated quick discussions
among students [9]. Information technologies now
provide comprehensive computerization for both
humanities teachers and students, achieving universal
access to the internet, creating a unified information
space for the educational industry, and facilitating the
effective use of managed information educational
resources.
The educational environment implementing
educational information technologies consists of
technical components (the type of computer
equipment and communication means used), software
and hardware (tools supporting implemented learning
technology), and organizational and methodological
components (instructions to students and teachers,
organization of the entire educational process).
Informatization processes in modern humanitarian
education signify sociocultural changes that redefine
the objectives and image of liberal arts education
globally. The model of individual competence,
encompassing
social,
cultural,
intellectual,
communicative, and professional competencies, is
central to this educational system.
Remote consultations with teachers were
conducted through the Moodle electronic educational
platform, utilizing forums and chats for student
discussions. The defense of student projects utilized
multimedia projectors, with students presenting their
results on large screens, including interactive
whiteboards.
Multimedia
tools,
viewed
as
technologies activating multisensory perception,
played a crucial role in engaging students[12].
Multimedia educational tools, as didactic
instruments presenting educational and scientific
information comprehensively, support continuous
cooperation between educational subjects, direct
individual training, and guidance to professional
activities. Distance learning now relies on electronic
textbooks, leading to the development of a broad
system of electronic library services, including
information repositories, retrieval systems, bases for
electronic information, and unified electronic
catalogs.
Digital libraries, catering to humanists and
specialists across various fields, not only use
information technologies in their activities but also
make these technologies available to researchers and
students. In the context of teaching foreign languages
to students in the Uzbek language, multimedia
educational tools necessitate the incorporation of
samples from Uzbek national culture, the Uzbek
language, and folklore.
Conclusion
The integration of information technology
into humanities education contributes significantly to
shaping highly skilled and competitive professionals.
These individuals possess the adaptability needed to
navigate
swiftly
changing
conditions,
exhibit
advanced critical and creative thinking, and
demonstrate a readiness for ongoing professional
self-development and improvement. Moreover, the
incorporation of information technology facilitates
the cultivation of reflective abilities, goal-setting
proficiency, and the systematic achievement of
objectives.
The
study
highlights
the
functional
importance of information technologies in humanities
education, emphasizing their role in fostering
competence development. Surprisingly, the emerging
information environment aptly addresses the most
pressing needs of humanities education, offering
ample opportunities for utilization. This innovative
environment can be fully harnessed in humanities
education, aligning with the escalating demand for
humanitarian culture.
Access
to
contemporary
databases
empowers future humanists to construct their
individual information spaces. Information freedom,
therefore, becomes not just a condition but a crucial
form of political and creative freedom. The central
objective of information in humanities education is to
safeguard this freedom. The development of software
tools tailored for the humanities, employing modern
information handling methods, inherently aligns with
the humanitarian nature of this educational endeavor.
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