2 Халқаро илмий-амалий конференция материаллари. Педагогик инновациялар, касб-ҳунар таълими бошқарув ҳамда педагог кадрларни қайта тайёрлаш ва уларни малакасини ошириш институти, 2020 йил, 424 бет

USE OF DIGITAL TECHNOLOGIES IN EDUCATION 
Mamarajabov Odil Elmurzayevich 
Teacher of the Department of Information Technology, Tashkent State Pedagogical University 
named after Nizami 
[e-mail] 
Abstract:
This article presents the theoretical basis for the formation of ICT competence of future 
computer science teachers in the context of the use of digital technologies in the education system 
Keywords:
Professional education, pedagogy, methodology, competence, information, visual 
communication, technology. 
The educator is a key figure in education reform. The main characteristics of a successful professional 
educator include readiness for changes in rapidly changing working conditions, mobility, independence and 
responsibility in decision-making in non-standard situations. Acquisition of these valuable qualities is not 
possible without the expansion of the space of pedagogical creativity, as the requirements for pedagogical 
qualifications are changing. 
The structure of professional competence of a future computer science teacher is described differently 
in different studies. Based on the analysis of a number of pedagogical and methodological works, it is 

---

226 
possible to distinguish the following components of the professional competence of a future teacher of 
computer science - scientific, methodological, ICT competencies[1]. 
The scientific component demonstrates the knowledge, skills and abilities of the future bachelor in the 
school course "Informatics and ICT". 
The methodological component demonstrates the knowledge, skills and abilities in the field of mass 
communication, modern media, methods and principles of formation of knowledge and skills of students in 
the school course "Informatics and ICT". 
The component of ICT is reflected in the need for the educator to use modern information and 
communication technologies in their work. 
All these listed components emphasize the importance of ICT competence in future computer science 
teachers. The professional standard of the educator also demonstrates the competence of the pedagogical 
ICT. 
Professional ICT competence is the effective use of common ICT tools in the professional field in 
developed countries in solving professional problems where necessary. 
The competence of professional pedagogical ICT includes the following components: 
- general ICT competence; 
- general pedagogical ICT competence; 
- scientific and pedagogical ICT competence (professionalism in the relevant field of activity reflects 
ICT competence)[2]. 
The following are included in the competence of public ICT: 
- start, stop, continue and finish work with ICT tools, including the results of mastering ICT in 
secondary school, troubleshooting, supply of consumables, compliance with the rules of ergonomics, safety 
and the like, and the use of its methods; 
- audio-video communication (two-way communication, convergence, instant and delayed messages, 
automated text correction and language translation); 
- Systematic use of existing skills in everyday and professional contexts, etc. 
The competence of general pedagogical ICT includes: 
- Remote counseling for students in the performance of the task, support the interaction between the 
student and the teacher; 
- preparation and conduct of presentations, discussions, consultations using computers, including the 
telecommunications environment; 
- visual communication, ie the use of visual aids in the communication process, including conceptual, 
organizational and other diagrams, video editing, etc. 
The scientific and pedagogical component of ICT competence includes: 
- Setting up and conducting experiments in virtual laboratories of their subject; 
- processing of numerical data using computer statistics and visualization support; 
- knowledge of quality sources of information on their subject; 
- Design of virtual and real devices with digital control; 

---

227 
- teacher support of all elements of the scientific and pedagogical component in the work of students. 
The listed elements of teacher ICT competence have been partially incorporated into the qualification 
requirements adopted in the late 2000s, and many teachers now use digital to demonstrate teaching materials, 
organize presentations, prepare teaching materials and test assignments, distribute teaching materials, and so 
on. actively use modern methods of technology[3]. 
In many parts of the country, electronic journals have been put into operation, thus partially 
integrating the educational process into the information environment. More complete involvement in the 
information environment (involving the placement of key information in the educational process in the 
information environment) provides additional pedagogical opportunities for educational activities.
The requirements for the ICT competence of modern educators are constantly growing in connection 
with the development of ICT and the implementation of national programs in the field of informatization of 
both society and education.