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IMPLEMENTATION OF COMPUTER TECHNOLOGY IN INTEGRATIVE
TEACHING Barakayeva S^.
Barakayeva Surayyo Нalilovna - Senior Тeacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in this article computer technologies in teaching process and their effective implementation are discussed acutely. Educational programs have recognized the growing need to use computers in the classes as it presents unprecedented challenges that help the students to acquire an inquiring, critical and creative mind to capitalize on the opportunities driven by the growth of information, knowledge and technology. The computer knowledge has begun influencing student's learning experience for more than 25 years ago, but it was in a moderate manner. However, the past decade has witnessed major trend toward integrating computer technology in all the language classes. Keywords: integration, computer technology, personalization, computer-based workbook, digital manual, advancement.
UDC 81-139
Introduction. Educating English for Speakers of other dialects (TESOL) has continuously battled to build a proficient personality. English educating has truly been seen as "a characteristic blessing or a talent" [3] instead of taught or recognized calling. To address and moderate these concerns, proficient organizations, which are concerned with teacher's proficient advancement, unequivocally prompt those who need to connect the English as an outside dialect calling to work difficult on accomplishing tall benchmarks of hone as well as certification. However in spite of checked advance toward proficient acknowledgment, TESOL is still emphatically related with a open recognition of dialect instructing as "nonprofessional." Untrained instructors who move overseas to educate outside dialect frequently fortify the thought of educating English as implies to an conclusion: to fund travel undertakings, hone a remote dialect, or put off finding a "real job" [1].
Having said that, the accessibility of the innovation does not essentially cruel that the innovation has been legitimately and effectively coordinates in EFL classes. Thus, the term of "new technology" should be characterized clearly, by the "new innovation "; the analyst implies computers, tablets, advanced exercise manuals, advanced sheets, YouTube, and Web association for all devices. It is exceptionally critical to distinguish between the modern innovation and computerized innovation from the ancient innovation such as, chalkboards, whiteboards, or reading material [2].
All teachers know that computerized innovation is getting to be a fundamental portion within the students' instruction. But fair how to utilize it in regular lesson isn't however totally clear and most teachers are at the same arrange of figuring out how to utilize innovation seriously for educating and epically EFL classes and proceed to create and establish them as fruitful instructing proficient [5].
In arrange to meet the desires of the today's advanced natives', who are very component, and exceptionally subordinate to computers and other online disobedient. Prensky advocates that EFL instructors begun to utilize the innovation since it submits a changed way of exhibit and offers a kind of excitement for their understudies. EFL instructors are completely mindful that today's learners, particularly youthful first year recruit college understudies, have learned to center on what intrigued them and on the things, that treat them as people instead of a gather or course. In a progressively populated world, choice, separation, personalization, and independence have gotten to be amazingly critical need for the younger generation [4].
There are numerous ponders that report the focal points of innovation -based instruction for dialect learners, numerous EFL programs still need the fitting integration of innovation into their educational module. EFL instructors are not getting satisfactory instruction within the integration of innovation into their courses [1]. Subsequently, instructors are confronted with the challenge of coordination the innovation without appropriate training.
There are progressively number of advances that are changing the proficient role of the instructors within the dialect classes, for a case computerized exercise manuals and digital writings. These advances give illustrative cases instead of total scientific classification different educational capacities within the 21st century. Within the close future, instructors will utilize the two advances within the lesson agreeing to wants of the person understudies and the learning objective of the unit [2].
The primary and the most effortless directions innovation are the computerized exercise manuals, which have been adjusted into computer-based exercise manual frameworks [4]. At long last, they can track student's execution over time. Each understudy incorporates a computerized record that tracks their advance over time on extend of abilities and knowledge.
The next directions innovation is the computerized writings, for occasion, books, movies, work of art, and as of late 'you tube'. In proficient society, things such as books and motion pictures give intervened encounters; settings where we involvement the occasions and feelings not straightforwardly but through a specific medium. Be that as it may, students' understanding of these encounters will be molded by discussions with peers and with the educator through extra learning exercises set around the media source utilized within the lesson [5].
Conclusion. EFL instructors got to be arranged as their part as the central part of specialist will before long changed into a direct as each understudy will take more duty for learning. A full understanding of this prepare will be useful for future eras. Without a doubt the later progression in data innovation and computer utilization within the classroom is quickly changing the environment of the classroom.
References
1. Atkins N.E. & Vasu E.S., 2000. Measuring knowledge of technology usage and stages of concern about computing: A study of middle school teachers. Journal of Technology and Teacher Education. 8 (4). 279-302.
2. Cuban L., 1986. Teachers and machines: The classroom use of technology since 1920. New York, NY: Teachers College Press.
3. Nunan D.C., 1999b. President's message: October/November 1999. TESOL Matters. 9 (5). Retrieved February 8, 2012. [Electronic Resource]. URL: http://www.tesol.org/ (date of access: 15.04.2020).
4. PrenskyM., 2001. Digital natives, digital immigrants. On the Horizon. 9 (5). 1-6.
5. Wilbur K., Butler-Pascoe M.E., 2002. Technology and Teaching English language learners. Englewood Cliffs, New Jersey: Prentice Hall, Inc.
