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About using ict in training

научно-методическая статья
02.07.2020

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ABOUT USING ICT IN TRAINING


Mamurova Farangiz Nematovna

Student of UzSWLU

Annotation: The purpose of this article is discussing some pedagogic problems that surround the electronic learning system. We have been involved in distance and electronic learning for the last 15 year, and the developed learning and teaching systems raised the modern education space to the new level. Based on the researches in this field, the author gives constructive criticism and some recommendations for the development of electronic learning systems.

Key words: electronic learning, pedagogy, distance learning, online-teaching, learning management system, technology, class design, online-teacher.

Electronic and distance education are developing rapidly. Despite the growth in e-learning, educators do not always use technology properly. Obstacles facing teachers for online teaching can be listed as follows:

- Lack of skills and knowledge needed to prepare and teach online lessons.

-Lack of support, qualifications and assistance needed for planning online teaching.

- The lack of direct contact disrupts the culture of traditional teaching and causes concern among teachers.

- Lack of suitable tools for preparing lessons that will help the faculty easily plan and conduct online lessons.

- Lack of solid technological infrastructure.

- Lack of time for planning, preparing and teaching online lessons.

- Lack of incentive and rewards needed to motivate the faculty to teach online.

Teachers rarely have all the technological skills needed to use websites for online lessons. For this reason, the use of the Learning Management System or LMS has grown significantly. “The learning management system is the basis of the learning management system, used to develop, manage and distribute online learning materials with shared access” [1]. Such systems are widespread in the educational space.

Technology Tools to Help Teaching and Learning

In an online environment, technology plays a central role. All interactions are carried out using the education management system. The movement of technology to the center of the educational process increases the visibility of a number of problems that have not been seriously taken into account. Such a movement should not mean that technology is more important than student and learning processes; but focusing on technology and exploring ways in which technology shapes interactions between students, teachers, and material will help us understand how technology-based interactions affect social presence, structure, student control, and feedback.

Researchers, teachers, computer programmers must work together to explore ways in which technology can facilitate teaching and learning. Sample questions that can be asked regarding the development of e-learning are:

- How does technology allow or limit certain types of interactions?

- How does technology-based interaction shape structure, learning, student control and social presence?

- What technologies can be used to solve problems that students and teachers cannot easily solve (for example, storing and retrieving information, performing complex calculations)?

Criticism of the education management system

A big criticism is that the education management system is often used inefficiently. The faculty and teachers use the education management system to “publish material on the Internet” without applying the right pedagogical principles. This should not mean that the whole thing is a “bad” scheme in the education management system, since the lack of pedagogical skills of teachers is also an important factor.

There is a strong direction between academia regarding constructivist teaching. Some of the basic assumptions of constructivist teaching are described below. Students learn better when:

- They are involved in active learning.

- Show their knowledge in various ways.

- Participate in real events related to the real world.

- Work together with peers in solving problems related to the real world.

- Have access to tools for meaningful learning.

Roles and Tasks of an Online Teacher

An online teacher is required to complete various tasks and take on many roles, such as the role of content preparer, teacher, and administrator. Some of the specific duties and tasks of the teacher as a material preparer:

- Design the general structure of the course, curriculum and strengthen expectations for the successful completion of the course.

- Choose activities in which students will be involved during the online course.

- Choose learning strategies and appropriate materials that are more likely to help students achieve their desired results. For example, decide when to use visual illustrations, video clips, audio recordings, or animations and how this will help learning.

Some of the specific responsibilities and tasks of the teacher as a manager / administrator:

- Monitor students' registration for the online course, maintain the security of online information and solve all administrative tasks related to the online lesson.

- Establish rules and procedures that students must follow during events and discussions in the online lesson.

Some of the specific responsibilities and tasks of a teacher as a teacher are:

- To do an assessment according to the learning outcomes and goals of the online course.

- Save student results and monitor their progress.

- Provide students with constructive and immediate feedback.

An education management system can help a large number of teachers and students. The education management system can be easily adapted to new technologies as they develop rapidly. Electronic and distance education is suitable for many people and satisfies their needs. These types of education allow faculties and students to work on the activities that they do best (teach and study).

Bibliography:

Kolesnikova I.L., Dolgina O.A. English-Russian terminological reference book on the methodology of teaching foreign languages. SPb., 2001. p. 43

Ellis, R., H. Basturkmen and S. Loewen. Learner uptake in communicative ESL lessons. Language Learning v.51, 2001. pp.281‒318.

Whitton, N. (2012). The place of game-based learning in an age of austerity. Electronic Journal of e- Learning Volume 10 Issue 2, 249-256





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