INTRODUCTION OF MODERN ICT AND INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS

M.U.Mamatmuradova, Karshi branch of TUIT, student

F.E.Qodirov, Karshi branch of TUIT, student

Abstract: Pedagogical technologies are being improved day by day, and in this sense the study of the effectiveness of the application of these technologies contributes to the further improvement of the quality of education and the socialization of the individual. The development of information and communication technologies determines the changes in the field of human communication, management style, business, economics, politics and education. The article deals with the introduction of modern ICT and innovative pedagogical technologies in the learning process.

Key words: educational process, innovative technologies, information and communication technologies, modern educational process, teacher activity.

Changes in modern society are accompanied by an accelerated movement of the world towards information, the progress of science, technology, the desire to conquer nanotechnology - all this becomes an indisputable reality. With certainty, we can say that now scientific and technical information and communication technologies are changing the whole world. These greatest achievements of scientific potential can play a key role in the development of individual and collective interaction, as well as social, economic, cultural and political progress.

In the context of informatization of education, the importance of information and communication competence of specialists increases. World practice confirms the possibility of improving education based on the widespread introduction of methods and means of information computer technology. These tasks acquire special significance in the process of training teachers.

Information technologies in the educational process have a significant impact on the formation of a modern information picture of the world. Developed general educational, general cultural and professional skills of working with information, the ability to establish contacts with people; the ability to design objects and processes, responsibly implement their plans - the basis of information and communication competence of teachers.

The urgency of using information technologies in the educational process at the university is determined by the social need to improve the quality of education and the practical need to use modern computer programs in higher educational institutions. Modernization of the educational process requires the transition from passive, mainly lecture, methods of mastering the educational material, to active group and individual forms of work, organizing independent research activities of students, which will allow to prepare a specialist with a distinct individuality and organize the activity of those engaged in various conditions. In our opinion, this can be facilitated by the introduction of information computer technologies and digital educational resources into the educational process.

Knowledge of information and communication technologies (ICT) by university professors is the basis for improving the quality of education. The use of ICT tools to create educational and methodological support makes it possible to increase the effectiveness of the educational process. The competent use of ICT by the teacher increases the pedagogical influence on the formation of the student's creative potential.

At present, the principle of variability is actively used in vocational education, which gives educators of educational institutions the opportunity to develop and conduct the educational process in different models, including author's. In this direction, the progress of higher education is also observed: the development of all possible variants of its content, the use of the potentials of modern pedagogy to increase the effectiveness of educational structures, the scientific development and implementation of modern methods and technologies in practice.

At the present stage of the development of higher education, the requirements for the theoretical justification of pedagogical technologies that determine the effectiveness of the learning process and the professional requirements for participants in higher education are raised, which must be able to act and think creatively and develop the same qualities in students. The ability to innovate becomes an essential sign of professional competence, pedagogical and methodical culture. In the innovative environment, the role of the teacher dramatically changes, where he becomes a moderator of the educational process, in which educational goals and tasks are solved with the help of modern technologies on the basis of practice-oriented and competence-based approaches.

In understanding the essence of innovative processes in education, there are two major problems of pedagogy - the problem of studying, summarizing and disseminating advanced pedagogical experience and the problem of introducing the achievements of psycho-pedagogical science into practice. Therefore, the subject of innovation, the content and mechanisms of innovation processes should lie in the plane of combining two interrelated processes, which have so far been considered in isolation, i.e. the result of innovative processes should be the use of innovations, both theoretical and practical, as well as those that are formed at the intersection of theory and practice. All this underscores the importance of management activities in the creation, development and use of pedagogical innovations. Speech, therefore, is that the teacher can act as the author, developer, researcher, user and promoter of new pedagogical technologies, theories, concepts. Management of this process provides targeted selection, evaluation and application in their work of the experience of colleagues or proposed by science new ideas, techniques. The need for an innovative orientation of pedagogical activity in the current conditions of the development of society, culture and education is determined by a number of circumstances.

First, the ongoing socio-economic transformation has necessitated a radical renewal of the education system, methodology and technology of the organization of the educational process in educational institutions of various types. The innovative orientation of the activities of teachers and educators, including the creation, mastering and use of pedagogical innovations, is a means of updating educational policy.

Secondly, the strengthening of the humanitarization of the content of education, the continuous change in the volume, the composition of the academic disciplines, the introduction of new academic subjects require a constant search for new organizational forms, teaching technologies. In this situation, the role and authority of pedagogical knowledge in the teacher's environment significantly increases.

Thirdly, the change in the nature of the attitude of teachers towards the very fact of mastering and applying pedagogical innovations. In the conditions of strict regulation of the content of the teaching and upbringing process, the teacher was limited not only in the independent choice of new programs, textbooks, but also in the use of new methods and methods of pedagogical activity. If earlier the innovation activity was reduced mainly to the use of the innovations recommended from above, now it acquires an increasingly selective, research character.

In conclusion, we should note that in connection with this, a short and specific methodology should be developed for everything related to the creation, search, acquisition, use and updating of electronic education resources. Education in its essence is already an innovation. Using these technologies in innovative teaching, the teacher makes the process more complete, interesting, and saturated. When crossing the subject areas of the natural sciences, such integration is simply necessary to form an integral worldview. Thus, the use and introduction of ICT plays a big role in the professional growth of teachers, increases their information competence. The very role of the teacher in the lesson changes: from the teacher - the source of information, a transition to a teacher-consultant, co-author of student discoveries. The graduate will live in a world in which the ability to use ICT will largely determine his life success, and you can really learn how to use ICT by actively applying them in the educational process, so that every graduate of the university is successful in the modern conditions: he could find the best way to realize yourself.

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