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6Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 6 | Juni, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-6-162-165
THE ROLE OF ICT IN EDUCATIONAL CONTEXT
Aziza Vokhid qizi Pirmatova
Teacher,Tourism faculty of Tashkent region Chirchik State Pedagogical Institute, E-mail: pirmatovaaziza296@gmail.com
ABSTRACT
This article defines the role of Information and Communication technologies in educational environment.
Keywords: ICT, classroom, tools, skills, activities.
INTRODUCTION
The role of ICT in terms of education appliance is quite disputable topic among individuals of information era. The contribution of technology is significant in many spheres; therefore, the usage of Information and Communication Technology in the classroom is inevitable occasion to happen. However, there are several obstacles preventing teachers and students from applying it into practice. The article "Challenges for Using ICT in Education: Teachers' Insights" by Hadi and Zeinab Salehi investigates and enumerates perceptions of the barriers and challenges teachers could face while integrating ICT in lessons. On the contrary, the article "The effect of online tools on reading habits among teenage students. Model of chances and dangers" by Izabela Olszak (Maria Curie - Sklodowska University, Lublin, Poland) discusses behavior-related issues of teens of the usage of ICT tools in the period of teaching reading to adolescents. Similarly, the article "Experimenting ICT in Teaching English Language and literature" by Dilip P.Barad (Bhavnagar University, India) deals with the pragmatic aspects of ICT with the student community of Business Management and Humanities.
METHODS
Information and Communication Technology is difficult enough to require specific skills from teachers. Moreover, teachers are facing some other problems rooted in technical and time issues. For instance, students can be burdened with information in educational context due to the virtually limitless opportunities of access. In this situation, teacher may get into trouble unless he/she has the ability to
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 6 | Juni, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-6-162-165
filter information for relevance, or is incapable to set out a coherent organizing principle. Furthermore, some researchers have classified barriers into several big groups like extrinsic and intrinsic barriers or teacher- and school-level barriers. Al-Alwani defines extrinsic barriers are more likely to depend on organizations, such as access, time, resources while intrinsic barriers seem to tie in teachers and individuals like attitude, belief and practice. And Becta clarifies individual (or teacher-level barriers), namely lack of confidence and time, and resistance to alter; the institution (or school-level barriers), such as scarcity of effective training in tackling technical problems and shortage of access to resources. (Hadi and Zeineb Salehi)
RESULTS
One of the open questions in the questionnaire aimed to ask students about their personal opinion about ICT tools while reading books/materials. Below are some suggested answers:
1) I think ICT devices are useful and beneficial while learning.
2) ICT tools help to understand better the text of foreign books, you can use dictionaries.
3) They (ICT tools) are important. They help us develop. We have quicker access to all materials.
4) New technology is convenient. You do not have to buy or borrow books. You can find everything. It's simply easier.
5) It's better to read books without computer because it ruins your eyesight.
6) ICT tools are useful, you do not have to buy paper versions of books, you do not have to carry them. They are easier to find.
7) ICT tools are a bit distracting, but if someone is able to concentrate on many things at the same time why not.
8) I mostly use them to find dictionaries to understand books.
9) ICT tools help use to acquire materials that are hard to access but I prefer reading paper books. When we touch books we remember them better.
10) ICT devices enable us to a greater amount of materials, Internet resources.
DISCUSSION
The impact of technological development cannot be unnoticed in reading culture of the readers. From traditional reading, that is to say the print reading the readers evolved to electronic resources (digital library). Moreover, ICT tools bring
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 6 | Juni, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-6-162-165
authentic environment into the classroom. All these raise the interest of the readers and make them immerse into the unlimited opportunities of multimedia and the internet resources (books). (Izabela Olszak)
What is more, experimentations of Information and Communication Technologies towards analyzing potential benefits of ICT justify promising results in educational context. Let's take this illustration, D.P.Barad registered in a few websites, such as www.cross-tabsurvey.com and www.monkeygizmo.com for the latest questionnaires and reports. Having introduced examples taken from above-mentioned resources, he witnessed that the interests of the students were dramatically high. The reason is that the instances from the internet were as live as something occurring at the moment in relation to books (the latest book is at least one year old). Now, teachers are required to be not up to date but up to moment to grab learner's' attention. Since he noticed the flames in the eyes of students, he asked from learners to register in those websites as well and send circulated reports his e-group. It resulted in effective comprehension of the topics and remarkable language improvement. Another experiment can be driven to enhance reading skills of literature students is to introduce Microsoft's Encanta Encyclopedia along with websites. These lead to students understand literature concepts deeper. Encanta can make the lessons interesting being based on rich resources which include varied multimedia and images. Thanks to collective reading of websites, online references, e-encyclopedia, Power Point and Word files, literature students could cope with learning myths and mythology of Greek and Roman; poems and plays; literary theories and modern -isms. (D.P.Barad)
CONCLUSION
In conclusion, even though there are limitations of time and technical resources, if teachers are able to employ ICT in their classes, the effectiveness of lessons will surge up. Numerous studies have been conducted to examine the change of teenage students' habits while integrating ICT tools in teaching and learning English as a Second Language (ESL). The integration of information and communications technology in teaching and learning is considered as a medium in which a variety of approaches and pedagogical philosophies may be implemented. However, ICT as a teaching aid is more complicated in that it demands more specific skills from the teachers. Moreover, teachers are faced with some challenges and barriers that prevent them to employ ICT in the classroom or develop supporting
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 6 | Juni, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-6-162-165
materials through ICT. This study concluded that the high school teachers are familiar with ICT and ICT usage; however, this does not necessarily mean that they integrate ICT into the curriculum. In addition, insufficient technical supports at schools and little access to Internet and ICT prevent teachers to use ICT in the classroom. Shortage of class time and time needed to learn using ICT were reported as two other key barriers for teachers to integrate ICT into the curriculum. In order to integrate ICT into the curriculum, on the one hand, teacher training institutions should provide appropriate and sufficient support for the teachers. On the other hand, teachers should be aware of what is happening in the classroom and what changes are occurring. Therefore, possible effective uses ICT can be applied in teaching and learning, which will eventually lead to the improvement of educational programs.
REFERENCES
1. Hadi, S. & Zeinab, S. Challenges for Using ICT in Education: Teachers' Insights. International Journal of e-Education, e-Business, e-Management and e-Learning, Vol.
2, No. 1, February 2012 (40-43)
2. Dilip P. Barad. Experimenting ICT in Teaching English Language and Literature. AsiaCall Online Journal (ISSN 1936-9859) Vol.4 No.1 October 2009, (47-57)
3. Pirmatova, Aziza Vokhid Qizi. "COMPUTER-AIDED INSTRUCTION IN VOCABULARY TEACHING FOR SECONDARY SCHOOL LEARNERS." Academic research in educational sciences 2.CSPI conference 2 (2021): 226-229.
