IMPROVING PEDAGOGICAL CONDITIONS FOR DEVELOPING A RESPONSIBLE ATTITUDE TO VIRTUAL LEARNING IN FUTURE TEACHERS

Ovhunov Ikboljon Abdunabievich Et Al

doi:10.17762/pae.v58i1.1445

Abstract

In the article the following issues are researched: the implementation of interdisciplinary links between the disciplines in the field of informatization of education with informatics and ICTs, pedagogy, psychology, as well as with the core disciplines for each teacher specialty; the definition of the place of the disciplines in the field of education informatization in the SES HPE for teacher specialties and directions; the realization of consistency and systematicness of university and postgraduate training in the use of ICTs in teaching.

Highlights

The modern stage of mass global communication society development is characterized by the rapid development of information and communication technologies (ICT), used in many areas of human activity, including pedagogical
One of the main directions of informatization of education is the use of ICT tools in order to improve teaching methodological systems that focus on the development of learners' intellectual potential under the conditions of informatization of society; the implementation of information activity and information interaction www.psychologyandeducation.net for educational purposes; educational management, including in terms of local and global computer networks; psychological and pedagogical diagnostics of student learning outcomes based on computer testing The use of ICTs occurs under conditions of their continuous technical and technological development, as well as the development of a theoretical basis for the informatization of education, which predetermines the need for training and continuous, systematic professional development of teachers in the implementation of ICT capabilities in pedagogical activity[2]
During research we studied the degree of development of the problem in foreign science, analyzed philosophical, culturological, pedagogical, psychological and technical literature, studied domestic and foreign experience of education informatization, analyzed main directions of informatization of educational process at school and teachers' training experience in ICT usage in professional activity at different stages of continuing education

Summary

INTRODUCTION

The modern stage of mass global communication society development is characterized by the rapid development of information and communication technologies (ICT), used in many areas of human activity, including pedagogical. One of the main directions of informatization of education is the use of ICT tools in order to improve teaching methodological systems that focus on the development of learners' intellectual potential under the conditions of informatization of society; the implementation of information activity and information interaction www.psychologyandeducation.net for educational purposes; educational management, including in terms of local and global computer networks; psychological and pedagogical diagnostics of student learning outcomes based on computer testing The use of ICTs occurs under conditions of their continuous technical and technological development, as well as the development of a theoretical basis for the informatization of education, which predetermines the need for training and continuous, systematic professional development of teachers in the implementation of ICT capabilities in pedagogical activity[2] These studies and the practice of using ICT tools in the educational process of schools indicate that the level of training of pedagogical staff determines the effectiveness of the implementation of psychological and pedagogical developments based on the implementation of ICT capabilities aimed at the development of the student's personality, intensification and intellectualization of learning activities, using modern methods of collecting, processing and transmitting information. The formulated group of contradictions defines the research problem - improving the content, structure, methodological approaches to continuous training of subject teachers in the use of ICT tools in professional activities

METHODS

CONCLUSION

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