In English O’zbek tilida

Technology-enhanced learning The use of information and communication technologies as mediating devices supporting student learning that can include elements of assessment, tutoring, and instruction. It involves a wide set of applications and processes, such as web-based learning, computer-based learning, virtual classrooms and learning environments, and digital collaboration. It includes the delivery of content through a wide range of electronic media (e.g. internet, intranet/extranet, audio- and videotape, satellite broadcast, interactive television, etc.) and access to resources that inform learners of new ideas, which they can then reflect upon and integrate into their existing knowledge. Computers can be used to promote collaborative learning approaches where learners are encouraged to negotiate shared meaning and to work as teams rather than competitively towards a common goal. Social media and social software applications such as web logs (blogs) and wikis offer new opportunities for communicating, accessing knowledge, creating content and collaborating online. The appropriate use of technologies, when embedded into curriculum design, is expected to support the development of innovative teaching practices and to enhance and enrich learning experiences. Also referred to as ‘elearning’ (or electronic learning) and ‘digital learning’. (Adapted from: Seel 2012).
	Test An examination or assessment exercise designed to measure the learner’s acquired knowledge and skills. Tests may be set and marked by the teacher or by an external agency. See also ‘Summative assessment’.
	Textbook A written source of information, designed specifically for the use of students, on a particular subject or field of study that is usually developed based on a syllabus and geared towards meeting specific quality and learning requirements. School textbooks pertain to an instructional sequence based on an organized curriculum. Ideally they serve as a complement to a good teacher and an inquiring learner. (Adapted from: UNESCO 2003a and UNESCO IBE 2006).