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EFFECTIVE WEB DESIGN STRATEGIES FOR ENHANCING MEDIA
TECHNOLOGY COMPETENCE
Otabekov Akbar Oynabekovich
Senior teacher of Jizakh state pedagogical university
+998972955774
https://doi.org/10.5281/zenodo.15421667
Annotation:
This article defines the concepts of media competence and web design,
providing examples from the information on the topic supported by scientists' opinions.
Despite partially covering the work of scientists, it is based on specific facts. The article
discusses the connections between media competence and media culture, characteristics of
people with media competence, strategies used to develop media competence among
students, the three main concepts of web design, and lists the stages of web design.
Keywords:
media literacy, media competence, media culture, web design, mass media,
web technology, web site, web page, web server, teacher, student.
INTRODUCTION
As a result of the development of modern information and communication technologies
(ICT), the concept of media competence is becoming increasingly relevant. In the current era
of globalization, the concept of media competence is one of the new terms and encompasses a
wide range of media information (transmission, evaluation, learning, ability to convey). Web
design plays an important role in this process, since the effective creation and use of Internet
resources contribute to the development of media literacy.
Media competence is an integral quality, types, forms, and genres, manifested in the
ability of students to select media texts in various conditions, use them, critically analyze and
evaluate information, be ready to create and transmit news, analyze the complex processes of
the activities of mass media in the life of society.
Media competence is a multifaceted concept and operates in several areas:
- knowledge;
- methods of activity;
- expresses personal characteristics.
Media competence, media literacy, and media culture are closely related concepts and
can be used synonymously. The teacher, possessing media competence, that is, the powers of
the press, its causes, knowledge, skills, and abilities, should teach students knowledge related
to media education.
LITERATURE REVIEW
A.B. Fedorov, in order to form media culture in media education, considers creative,
communicative potential, creative thinking, critical thinking as a process of personal
development using mass media and materials for the purpose of teaching various forms of
self-expression using media techniques, full perception, interpretation, analysis and
evaluation of media texts.
A person who has mastered a certain direction of media competence is a person who has
formed knowledge and skills worthy of their field, capable of creative thinking and effective
actions. From this, we can learn that the sum of the mutual qualities of a person's knowledge,
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skills, and abilities within the framework of certain disciplines and actions is the acquisition of
competence corresponding to a person's actions.
People with media competence have the following characteristics:
- the desire to obtain new information;
- striving for the world of media culture;
- search for the necessary scientific materials;
- constant communication with media products;
- having the ability to independently generate and disseminate media texts;
- ability to freely work with media-related sources.
The media competence of a teacher is aimed at spiritual, motivational, intellectual, and
practical self-development, volitional and emotional self-management.
A specialist with media competence can consistently enrich their knowledge, assimilate
new information, deeply understand the requirements of the time, search for new knowledge,
process it, and effectively apply it in their practical activities. According to Zemek, there is no
clear and unique agreement on what to do with competence. The concept of media
competence can first be found in Deter Baacker's dissertation "Communication and
Competence." As a result of such research, it can be concluded that media competence is the
active use of all types of mass media for the repertoire of communication and action.
Swan and Biderman commented on media competence as follows: media competence
allows students to determine the reliability of sources and, together with making informed
decisions, encourages evidence-based practices.
RESEARCH METHODOLOGY
According to Kohtala, media competence develops creativity and innovative thinking,
allowing students to effectively use media tools to solve problems and communicate.
According to Lanham, media competence encourages digital citizenship and teaches students
to be responsible and ethical in online communities.
Strategies used in the development of media competence among students:
- gaining practical experience in the effective use of various media and technologies,
creating opportunities for conducting classes;
- stimulating critical thinking and analyzing media reports;
- training in the recognition and assessment of the ethical consequences of using mass
media.
Every person who uses media must have the necessary skills to critically evaluate and
analyze a message in today's age, which is bombarded with various messages. Without proper
guidance and education on media literacy, media platforms may remain vulnerable to the
threat of manipulation by advertising, social media, and media. According to Rill and
Childress, the ability to use media platforms not only strengthens cooperation and
engagement among media users but also prepares them to use technology more in the
workplace.
ANALYSIS AND RESULTS
According to Mifsud and Barthollet, the adiacative concept in digital actions is well
equipped to solve problems related to the authenticity of human privacy and intellectual
property rights. In a general sense, media competence is a set of basic skills for people
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entering the professional sphere, equipping them with the necessary tools for development in
a world saturated with mass media.
One of the serious impacts of social networks on students' media competence is the
erosion of critical thinking skills. Too much information makes it difficult to distinguish
between what is true and what is not. There may be cases of detecting the falsity or
authenticity of information and a critical attitude towards its use, accepting inaccurate or
misleading information, and not suspecting the information. The weakness or absence of a
person's ability to critically evaluate leads to a misunderstanding of the world and
information and can hinder analytical thinking. At the same time, the most important role in
the development of media competence of people, especially the younger generation, is played
by their parents and guardians.
The concept of web design and its essence:
Web design is the process of developing internet resources. In this process, areas such
as graphic design, programming, user interface (UI), and user experience (UX) design are used
in an integrated manner. Modern web projects require a high level of interactivity,
functionality, and aesthetics.
The 3 basic concepts of web design are:
1. A web page is a document that has its own unique address and can be viewed using a
browser.
2. A web server is a computer or program connected to a network. Serves to provide or
manage shared resources to the client.
3. A website is a logical combination of many web pages.
The stages of web design are:
Stage 1. Data collection: Defining the goal and target audience.
Stage 2. Design. Selection of programming languages for creating a website map and
marketplace.
Stage 3. Design. Create templates, compare them, get reviews from clients, and make
changes when necessary.
Stage 4. Create content. Content writing and preparation for transfer.
Stage 5. Deployment and development. Creating, improving the site, adding interactive
elements. SEO optimization.
Stage 6. Testing and launch. Website testing, uploading to the server, final testing, and
launching.
Stage 7. Support. Adding reviews to the system, troubleshooting errors, updating the
site.
Just as creating a website doesn't begin with writing code, it doesn't end after the site is
launched. The initial stage influences the subsequent stages. At the same time, it determines
the effectiveness of the project work.
The role of web design in the formation of media competence:
1. Information Analysis and Filtering - In the process of web design, users develop skills
in identifying reliable and high-quality information sources.
2. Increasing digital literacy - knowledge and skills in the creation and use of Internet
resources increase the level of media literacy.
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3. Creation of an interactive educational environment - creation of interactive
educational platforms through web projects in the educational process, development of
students' ability for independent research and analysis.
CONCLUSIONS AND PROPOSALS
In conclusion, we can say that in the current era of globalization, media competence and
web design are considered modern concepts, and we know that it is a requirement of the
developing era that every person should have information about these two concepts not only
in the educational process, but also in other processes. The process of web design is the result
of methods of forming media competence. People with high media competence have an
increased interest in web design and can create their own project, understanding the
sequence of stages. The theoretical foundations of web design, in particular, through the use
of Web 2.0 technologies, are an integral part of the formation of media competence. These
tools allow learning in collaborative and competency-based learning, which is necessary for
the development of important media skills in the learning environment.
References:
Используемая литература:
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