O‘zMU xabarlari Вестник НУУз ACTA NUUz
FALSAFA
1/5/1 2021
- 109 -
details of science. Pedagogical work is acquiring a new
character.
Literature review. The penetration of digital
technologies (DT) into all spheres of life requires a new
quality of education from the mass worker. Today, elementary
literacy, which is formed by the existing education system, is
not enough, more than 50% of employees perform work where
the required level of literacy can be replaced by a computer.
Only 13% of them have a literacy rate that exceeds the level of
intelligent computer systems (present or expected in the next
ten years). At the same time, the proportion of workers with a
high level of general literacy has decreased compared to the
nineties. The training of modern workers is inferior to the
training of workers who worked two decades ago. The modern
education system needs fundamental changes [7].
Researches of scientists N.S. Kramarenko, A.Y.
Kvashin, S.D. Karakozov, A.Y. Uvarov, O.B. Akimova,
showed that due to limited resources and insufficient digital
literacy of educators, digital transformation affects educational
institutions with a delay and unevenness, that the educational
reforms carried out in recent decades have been of little
success.
The digital revolution has brought with it the means to
meet the challenges it faces. The productivity of the
intellectual work of a person who skillfully uses digital
technologies and tools in their work increases significantly.
Politicians and economists often believe that a similar effect
should be observed in the field of education, and the only
obstacle to improving the quality of educational organizations
is the technological digital divide caused by the lack of DТ
funds. Domestic and international experience shows that the
presence of DT among participants in the educational process
is a necessary but insufficient condition for increasing the
effectiveness of educational and educational work [8]. The
proliferation of digital education contributes to the
improvement of the work of individual creative teachers, but
they are not able to increase the effectiveness of the
traditionally organized educational process.
Expanding access to the Internet and mobile
computers (laptops, tablets, smartphones, etc.) is helping to
bridge the digital divide between those who have access to DH
and those who do not. This is a technological gap. The
proliferation of mobile devices and the Internet is gradually
closing the digital divide. In the coming years, this gap will
turn from a significant factor into an insignificant one. As the
technology digital divide is bridged, a new digital divide is
growing. This is due to the inequality between those who are
able to creatively use VG for non-standard work, such as
research, observation, design, and those who are able to use
VG only for routine operations [2]. A new “digital divide” is
growing in all areas where DТs are emerging, across all social
groups, and this starts in schools and universities. Bridging the
new digital divide is associated with updating content and is
becoming one of the urgent tasks of education.
Many scientists agree that today the computer is
becoming the first universal mass tool for working with all
types of information [6]. Modern computer programs make it
possible to work in a new way with images, sound, video
materials and texts, with calculations, with information models
of various objects, etc. [3]. Education department staff and
methodologists will have to change traditional views on
learning outcomes in the coming years, taking into account the
massive spread of new digital information tools. They will
have to reconsider the solutions used to check the achievement
of the required educational results and determine the content
of general education.
Do'stlaringiz bilan baham: