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Activation of educational activities of schoolchildren in
the educational process through the use of information
and communication technologies
Khusnida MELIEVA
1
Kokand State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received March 2023
Received in revised form
15 April 2023
Accepted 25 April 2023
Available online
15 May 2023
The prospects for the development of modern society and
the labor market are associated with the development of new
technologies, among which information and communication
technologies (ICT) are the most common. The use of modern
technology and software tools in an informed society
determines the requirements for the individual, which
characterize the ability to act in the information space. As a
result, the provision of schools with means of informatization:
computers, software, etc. These measures are effective only if
the teacher is qualified in the field of information and
communication technology (ICT competence).
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss3/S-pp64-69
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
primary school teachers,
competence,
respondent,
Information Communication
Technology,
professional competence,
questionnaire survey,
pedagogical observation,
conversation.
Axborot-kommunikatsiya texnologiyalarini qo
‘
llash orqali
o
‘
quv jarayonida maktab o
‘
quvchilarining o
‘
quv faoliyatini
faollashtirish
ANNOTATSIYA
Kalit so
‘
zlar:
boshlang
‘
ich sinf
o
‘
qituvchilari,
kompetentlik,
respondent,
axborot kommunikatsiya
texnologiyalari,
kasbiy kompetentlik,
anketa so
‘
rovi,
pedagogik kuzatuv,
suhbat.
Zamonaviy jamiyat va mehnat bozorining rivojlanish
istiqbollari yangi texnologiyalarni ishlab chiqish va o
‘
zlashtirish
bilan bog
‘
liq bo
‘
lib, ular orasida axborot-kommunikatsiya
texnologiyalari (AKT) eng keng tarqalgan. Axborotlashgan
jamiyatda zamonaviy texnik va dasturiy vositalardan
foydalanish, axborot makonida harakat qilish qobiliyatini
tavsiflovchi shaxsga qo
‘
yiladigan talablarni belgilaydi. Ushbu
chora-tadbirlar faqat o
‘
qituvchi axborot-kommunikatsiya
texnologiyalari (AKT kompetensiyasi) sohasida malakaga ega
bo
‘
lsa samarali bo
‘
ladi.
1
Teacher, Kokand State Pedagogical Institute.
Жамият
ва
инновациялар
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Общество
и
инновации
–
Society and innovations
Special Issue
–
03 (2023) / ISSN 2181-1415
65
Активизация учебной деятельности школьников
в образовательном процессе посредством применения
информационно
-
коммуникационных технологий
АННОТАЦИЯ
Ключевые слова:
учителя начальных
классов,
компетентность,
респондент,
информационно
-
коммуникационные
технологии,
профессиональная
компетентность,
анкетирование,
педагогическое
наблюдение,
интервью.
Перспективы развития современного общества и рынка
труда связаны с разработкой и освоением новых
технологий,
среди
которых
информационные
и
коммуникационные технологии (ИКТ) являются наиболее
распространенными.
Использование
современных
технических и программных средств в информационном
обществе
определяет
требования
к
личности,
характеризующие ее способность ориентироваться в
информационном пространстве. В результате обеспечение
школ
средствами
информатизации:
компьютерами,
программным обеспечением и т.д. Эти меры эффективны
только в том случае, если преподаватель имеет
квалификацию
в
области
информационно
-
коммуникационных технологий (ИКТ компетенция).
INTRODUCTION
Primary school teachers play a special role, they need to prepare elementary
school students to learn a course of Informatics, which is constantly becoming more
complex, and help the child in the process of socialization. ICT in the professional activity
of an elementary school teacher is a means of increasing and optimizing the appearance
of the educational process, allowing a high level of organization of educational and
methodological activities. Unlike science teachers, the use of information and
communication tools by an elementary school teacher has its own characteristics, which
include, on the one hand, improving the effectiveness of the learning process and, on the
other hand, taking into account a number of restrictions. As a rule, restrictions are
associated with hygiene requirements, the peculiarities of the psychology of primary
school students, and a lack of user skills.
An analysis of the pedagogical practices of 17 secondary schools in the Fergana
region showed that 79.6% of the 167 primary school teachers surveyed did not show
confidence in their abilities in organizing ICT-based training and needed methodological
and technical support due to the lack of ICT skills at the required level.
METHODS AND MATERIALS.
In the conditions of the Pedagogical Institute, the training of a primary school
teacher involves the study of an act aimed at mastering general knowledge, while the
issues of the methodology for building the educational process are practically not
considered. In the conditions of the educational process, the future teacher has the
opportunity to use informatization tools in educational activities, but this is not enough
to use the same tools in professional activities since the nature of the tasks to be solved
has changed, has become more integrative (N.B. Moskvina). Thus, professional training
should include solving problems related to the study of the issues of methodology for
applying ICT in the educational process (E.V. Danilchuk, V.V. Kurshunova), this can be
achieved only in the construction of a holistic system aimed at the formation of the ICT
competence of a specialist.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
03 (2023) / ISSN 2181-1415
66
On October 6, 2020, the decision of the President of the Republic of Uzbekistan
“
On
measures to improve further the educational system in the field of information
technology, develop scientific research and integrate them with IT industry
”
was
adopted. In accordance with it, in the previous year, specialized base schools were
established and equipped, enterprises and organizations in the system were attached to
them as sponsors and more than 10 billion rubles were allocated. The resolution also
provides for the establishment of 82 specialized schools in 2021, 64 in 2022, and 45 in
2023. Such measures indicate the scale of reforms that began in the field.[1]
A number of pedagogical (B.C. Grekhnev, V.I. Pityukov) and psychological
(G.M. Andreyeva, I.A. Zimnaya, I.V. Kuzmina, A.A. Leontyev) studies analyzed the
theoretical foundations of communicative competence. From the point of view of
information and cultural approaches, the problems of the formation of information
competence are considered (I.S. Lyalyukhin, E.M. Mashbits, I.V. Robert, A.V. Sokolov,
O.K. Tikhomirova et al.
Works dedicated to the methodological training of the teacher (T.A. Boronenko,
V.P. Kosyrev, E.V. Pogodina, T.K. Smykov-skaya, M.G. Shalunova) are of great interest,
whose analysis showed that the use of ICT in education can qualitatively affect the result,
and at the same time represent the need to change the content of the activities of the
teacher and the teacher. and students.
At the same time, the pedagogical college has not yet considered the issues of
forming the act-competence of primary school teachers, which necessitates the need to
look for scientifically based ways to solve them.
All of the above allows us to talk about the existence of contradictions between the
following:
–
the demand in society of a teacher with ICT skills and the absence of scientifically
based recommendations for preparing a primary school teacher for the use of ICT in the
pedagogical process;
–
the presence of a general system of teacher training in the field of ICT and the
specificity of the professional activities of primary school teachers;
–
the fragmentation of the preparation of a primary school teacher in the field of
ICT and the need for theoretical justification-and the design of a holistic process of the
formation of its ICT competence.
Thus, the problem of research is the scientific justification and design of the
holistic process of forming the act-competence of an elementary school teacher in the
conditions of a pedagogical college.
The study is built on the assumption that it will be more effective to formulate the
competencies of a primary school teacher in the field of teachers
’
information and
Communication Technology (ICT competence).:
–
the construction of the specified process is based on the teacher
’
s model,
ICT competence, which reflects the specifics of the elementary school teacher;
–
the process of forming the ICT competence of the teacher, elementary grades is
considered as a change in stages;
–
the educational process is built on the basis of an interdisciplinary program, each
module of which is aimed at the formation of a certain component (components) of the
ICT competence of an elementary school teacher;
–
the process of forming the ICT competence of an elementary school teacher
continues with the fulfillment of the following conditions:
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1) orientation to a holistic result;
2) modular block foundations for the construction of the composition of
educational materials;
3) individualization and process monitoring;
4) the use of active methods of training and forms of work on the basis of materials
of future professional activity in the educational system.
The study was conducted in three stages.
The first stage (2019
–
2020) is a theoretical study. This stage was aimed at
studying the theoretical philosophical, psychological and pedagogical literature on the
problem of research, and the selection of research methods was carried out. A detection
experiment was carried out, and the subject, hypothesis, methodology, methods, and
conceptual apparatus of the study were determined.
The second stage (2020
–
2021) is an experimental work. At this stage: 1) the
development of the model of the ICT competence of the teacher of the primary class was
carried out; 2) the model of organizing the process of forming the ICT competence of the
teacher in the conditions of the Pedagogical Institute was developed; 3) the formation of
the ICT competence of teachers of the primary class and the initial analysis of
The third stage (2021
–
2022) is the final stage. It is characterized by the final
analysis of the results obtained during experimental work, their systematization, and
generalization. The formation of research conclusions, and the design of the study in the
form of a dissertation is carried out.
The scientific novelty of the results of the study is that for the first time a model of
ICT competence, consisting of components (cognitive-operational, motivational-reflexive,
professional-methodological), has been developed and is theoretically based, the content
of which reflects the peculiarities of the professional activity of an elementary school
teacher;
–
on the basis of creating a step-by-step model of this process for a primary school
teacher in the conditions of a Pedagogical Institute, scientific knowledge about the
process of forming ICT competence was replenished, the logic of which is determined by
the sequential passage of stages: professional-indicative, professional-methodological,
professional-organizational;
The theoretical significance of the study consists in the development of theoretical
foundations and construction of an ICT competence model of an elementary school
teacher at the stage of Higher Education.
The practical significance of the study is determined by the possibility of using its
results: models of ICT competence of a primary school teacher and the process of its
formation, as well as programs for the organization of teaching
“
Informatics
”
,
“
Methodology for Teaching Informatics
”
,
“
Information Technology in Primary Classes
”
in
the pedagogical educational system in order to increase the effectiveness of this process
and ICT is a reflection of the presence in the teacher of a system of characteristics
(knowledge, skills, skills, motives, needs; experience activities, etc.) necessary for the
effective design, construction, implementation, and monitoring of the educational
process in primary school using ICT to improve the skills of the teacher. The ICT
competence of the elementary school teacher includes three components.
The cognitive-operational component includes the knowledge and skills which are
necessary to solve the specific problems of the activity of a primary school teacher: 1) the
use of ICT in the preparation of didactic material, taking into account the personal and
Жамият
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68
age characteristics of primary school students; 2) the use of ICT in the absence of user
skills of students; 3) the preparation of educational materials; 4) the use of ICT to
increase the visibility of the educational process in conditions of optimizing the transition
of primary school students to theoretical thinking; 5) solving the problems of education
and socialization of primary school students through the use of ICT.
The motivational-reflexive component-combines the motives and needs of
organizing the process of education of primary school students using ICT, which is
associated with improving its effectiveness or, on this basis, solving the problems of
educating, developing, socializing students.
Professional and methodological component-implies the presence in the primary
school teacher of a number of methodological units of activity mediated by the use of
ICT-these are:
–
defines indicative-pedagogical conditions and factors, creates a state of need and
expediency for the construction of an educational system:
–
process in elementary school using ICT;
–
design-involves the selection of directions, methods for organizing the process of
education of primary school students on the basis of ICT;
–
activities-the implementation of the process developed in the previous stages of
the process of training elementary school students using ICT, including the control and
correction of this process;
–
analytical-reflects the assessment of the effectiveness of the inclusion of ICT in
the educational process of primary school students, the determination of the result
obtained directly in the context of the use of ICT.
2. The process of forming the ICT competence of an elementary school teacher
involves three stages:
1) professional guide-aimed at the formation of skills for the use of ICT to solve
educational problems. This tool is used to develop an existing ICT based on the materials
of the professional activity of an elementary school teacher, for example, preparation of
study cards, visualization, calculation of the educational load, etc.;
2) professional and methodological-involves solving methodological problems
with the help of ICT, formation of skills for applying ICT to the education of primary
school students. This tool is intended for the use of ICT, pedagogical analysis of its
effectiveness, the development of didactic materials using ICT, etc.;
3) professional and organizational-aimed at acquiring the skills of organizing the
educational process in several subjects of different cycles in the context of the application
of ICT, designing the professional activities of primary school teachers. The tool is to
solve complex professional problems based on the use of ICT.
CONCLUSION
The first task of our study was to identify the peculiarities of the ICT competence of
the elementary school teacher and create a model of it. The study showed that the process
of preparing elementary teachers for the use of ICT in a college setting involves taking into
account the peculiarities of the activities of a primary school teacher and a number of
characteristics that arise from the organization of this process in a teacher
’
s college.
The peculiarities of the professional activity of a primary school teacher are
expressed in solving a number of problems: 1) the use of ICT in the preparation of
didactic material, taking into account the personal and age characteristics of primary
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school students; 2) the use of ICT in the absence of user skills of students; 3) the
preparation of educational materials in several; 4) the use of ICT to increase visibility is
an educational process in the conditions of optimizing the transition of primary school
students to theoretical thinking; 5) solving the problems of education and socialization of
primary school students through the use of ICT. Thus, the result of preparing primary
school teachers for the use of ICT to improve the effectiveness of the educational process
and solve the problems of informatization is the competence of the latter in the ICT field
(ICT competence). The peculiarities of the ICT competence of an elementary school
teacher are reflected in the meaningful composition of these qualitative components. The
structural model of the ICT competence of an elementary school teacher consists of three
interconnected components: cognitive-operational, motivational-reflexive, and
professional-methodological.
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’
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