CC BY
44
LIFELONG LEARNING METHODS AND TECHNOLOGIES USED IN EVERYDAY PEDAGOGICAL PRACTICE: INNOVATIONS AND TRADITIONS. EXPERIENCE SHARING
CREATION OF THE INFORMATION ENVIRONMENT
IN EDUCATIONAL SPACE
OF THE REPUBLIC OF UZBEKISTAN
Sh. T. Ergaschev
I. V. Khan
This article is focused on the problems of implementing information and communication technologies (hereinafter ICT) in the educational processes. Several solutions are offered, which are aimed at increasing the quality of ICT learning environment development in education; several risks are pointed out, which may result in thoughtless implementation of the ICT learning environment in education.
Key words: ICT learning environment, rapid development of computer skills of teachers, corporate infrastructure, software design, competence-based method of training, project-based method of training.
1. Overview of the challenges of creating an ICT learning environment in the Republic of Uzbekistan. First, let’s discuss the terminology. The ICT learning environment in the present work means the following, primarily: (a) corporate infrastructure of the national educational system, which provides for equipment of the process participants with modern ICT facilities and uninterrupted access to the Internet; (b) existence of a corporate information system of the national educational system, divided into management and education; (c) availability of the ICT environment both at school and at home.
A corporate information system, as such, is created spontaneously: local problems are solved that are performed at the level of departments of the Ministry of National Education of the Republic of Uzbekistan - Centre for Development of Multimedia Educational Programs (hereinafter - ZRMOP), the Center for PsychoPedagogical Orientation of Students, the Research Institute of Education Sciences, the Institute for Advanced Training and Retraining of Management Teaching Staff. The methodology and methods of implementation of information systems in the educational process are being developed.
Along with the increase of information content and degree of access to sources of high-quality educational information, the establishment of the ICT learning environment in the educational process brings with it a number of negative consequences. The most obvious negative consequences, which are actually proved by different research works, include a decrease of student’s mental arithmetic ability, skills of constructing proper speech and writing, and a willingness for live communication. The latter is due to excessive devotion to electronic
43
gadgets and social networks. In addition, we can see that reading is practically at a minimum level.
One of the problems here is that the younger generation learns to work with gadgets (remote TV control panels, mobile phones, computers, etc.) much faster than adults. As a result, all the above is considered to be students’ education, despite the fact that there is no increase in the level of knowledge, either in natural sciences or in еру humanities. However, teachers with weak skills in computers and other electronic devices feel uncomfortable near such students. Very often this fact, as well as a number of other inconsistencies, is a serious obstacle on the way to normal implementation of an ICT learning environment, and the very process of learning itself. As a result, we can get a half-taught, although, perhaps, educated (as proven by certificates) younger generation.
Not everything has a positive effect in the implementation of ICT learning environment. Another feature of the implementation of the ICT learning environment is the idea about the positive character of the use of these systems. Meanwhile, it appears that not all implemented ICT technologies have a positive effect. Here is an example of one of the most developed countries in this respect -the Republic of Korea. The country launched a pilot project in 2008, the essence of which was as follows. In 100 schools of the first stage (in the Republic of Korea this means grades 1-6), all sixth graders were provided with modern laptops equipped with electronic textbooks. It was assumed that students would not use traditional textbooks. Students who had only traditional textbooks also took part in the research. Three years later (when testing students) it was found that students who used e-textbooks had no advantage over students who used traditional textbooks. We should note that the quality of teaching in these schools is approximately equal. This confirms the basic idea that it is not ICT tools that improve the quality of education, but rather qualified teachers.
Of course, we cannot be an obstacle on the way of scientific and technological progress. However, we are able to make it well organized, rather than spontaneous. It is, therefore, necessary to take the introduction of the ICT learning environment under the pedagogical supervision. You can set a goal - to create a design organization (in this case ZRMOP) at the republican level. Examples of such organizations can be found both in the Republic of Korea, and other countries (Finland, the Republic of Belarus, the Republic of Azerbaijan, Malaysia and others.) The objects of design and development should include both information software systems for the educational system, and electronic educational resources. In order to ensure proper functioning of the design department, it is necessary to improve the skills of both managers of software design projects and also the skills of performers - developers of applications, designers, and other professionals, to be able to work as a team. The objectives of the design department include developing and maintaining the information system of education, and the creation of multimedia, interactive e-learning resources.
Advanced training of teachers.
In most cases, the drawbacks of introducing an ICT learning environment can be explained by the low degree of computer technology skills among the majority of teachers. In this regard, only teachers who will practice the use of ICT on a daily basis for at least one and a half hours will be able to undergo continuous
44
training, or rather, to acquire computer skills. Two-hour daily computer work should be the norm for a teacher. So, in the field of teacher training, computer use is a priority. Computer skills disappear very quickly if the teacher does not work with a computer every day.
Creating a repository of electronic educational resources. As noted above, in the ICT learning environment, one of the goals is to create electronic educational resources. It should be noted that due to the fact that in the Republic of Uzbekistan education is conducted in seven languages (Uzbek, Karakalpak, Russian, Kazakh, Kyrgyz, Tajik and Turkmen), relevant electronic educational resources should be prepared in the above languages. One possible solution to the implementation of such a colossal amount of work could be involvement of not only professional developers, but also "advanced" teachers, who in addition to the quality of lessons have skills of manufacturing visual aids (electronic educational resources - nothing else, as an advanced visual aid in the scientific and the technical sense). A unique collection of digital educational resources (http://school-collection.edu.ru/) and the Website of the Federal Centre for Information and Educational Resources (http://fcior.edu.ru/about.page) of the Russian Federation can serve as an example of such a repository. In Uzbekistan, Website Ziyonet (http://ziyonet.uz/) can be mentioned, as well as the distant learning system of the Center for Development of Multimedia Educational Programs (http://eduportal.uz, http://moodle.uzedu.uz).
Teachers - Methodists, participants of the process of creation of ICT learning environment. In the creation of ICT learning environment, apart from certified specialists in the development of software applications, an important role is played by "advanced" teachers who, in addition to good knowledge of the subject and methods of teaching, have mastered the technology of multimedia educational resources development, which are a wonderful form of visual aids.
Translated from Russian by Znanije Central Translastions Bureas
45
