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49ADVANTAGES OF WRITING AND READING FOR STUDENTS TO LEARN
IN A PAPERLESS CLASSROOM
Ziyoda Kamiljanova Shaxina Rasulmetova
Chirchik State Pedagogical Institute of Tashkent region
ABSTRACT
This article is about the process of giving students paper to read and write in the educational process, the use of computer technology.
Keywords: reading and writing, computer technology, experience, assignments, discussion, qualified personnel.
The education system today is developing reading and writing literacy in pupils together with ICT literacy due to the assumption that these skills are basic skills in the 21st century.
This study took place in a school where there is a "paperless classroom" policy, which means that each pupil manages all educational information via a laptop which is part of their personal equipment. The purpose of this study was to examine the preferences of pupils for reading and writingon computers and paper in different contexts, in order to assess the alignment between school policy and pupil preferences as well as contributing to the growing research base on the role of technology in literacy.
A wide range survey conducted among teachers who teach in schools where technology is being used for writing purposes, showed that in the teachers' opinion digital technologies support the development of self-expression and creativity of pupils, and encourage more extended writing. However, digital devices can create a newphenomenon of an informal writing style blending into formal writing. According to these researchers, pupils' writing styles in formal contexts does not indicate an effort to write in accordance with the rules of grammar and syntax.
As to the pupils' preference for hand writing as opposed to computer typing, it was found that 72% of pupils wrote by hand out of school and most of them hand wrote school assignments. The same research also found a relationship between parents' education and their children's writing preferences. The higher the parental education,the more students used computers and less hand writing.
Studies that examined impact of writing technologies on learning achievements, found that those who had written a quiz by hand demonstrated lower performance than their peers who did the same quiz on screen, regardlessof gender, competitiveness or computer literacy. Similarly, pupils who used a word processor wrote more words in
general and more words in each paragraph. In addition, the use of a word processor showed a use of higher language and text complexity.
However, the neglect of hand writing skills may damage basic skills. There is a connection between basic, fine motor skills to the amount of time dedicated to typing and to the amount of time spent hand writing a text. According to those that used keyboards and computers to produce a written message showed lower performance of a task which was designed to measure the accuracy of prolonged arm-hand movements, compared to people who exercised their hand writing ability regularly. In other words, on the one hand, word processing can refine writing skills but, on the other hand may adversely affect fine motor skills.
The studies which examined the differences in cognitive processes that accompany reading from paper compared to reading screens found that reading from paper enables more effective integration for semantic system in the long term. It also found that the process of supervising self- learning, in the learningperceived by the readers is less effective when reading screens. More than that, pupils' tests who read from paper compared to pupils who read from a computer were higher.
In summary, the evidence suggests that students prefer to read from paper. A study of reading preferences of students enrolled in a full online course found that 92% of students preferred printing course materials and reading them from paper rather than directly from the computer screen. The reasons why students preferred printed study materials were due to easier mobility, ergonomic considerations and especially eyestrain from reading from a screen and the need to annotate the text, which they found to be easier to make on a printed text.
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