Развитие медиакомпетентности будущих преподавателей

Аннотация

Калит сўзлар: Талабаларда оммавий ахборот воситалари ва ахборот Медиа саводхонлик кўникмаларини шакллантириш жараёни бўлажак Медиа таълим ўқитувчиларнинг ривожланган оммавий ахборот Ўқитувчи воситалари билан ишлай олиш компетентлигини талаб Талаба Медиа студия этади. Мақолада ўқитувчиларнинг медиа саводхонлиги мазмуни очиб берилади, ўқитувчиларнинг медиа компетентлигини ривожлантириш учун зарур воситалар келтирилади, бўлажак ўқитувчиларнинг медиа кўникмаларини ривожлантириш бўйича методик ёрдам тажрибаси таҳлил қилинади. 1 Lecturer, Gulistan State University, Gulistan, Uzbekistan Email: abdukadirovanasiba2@gmail.com Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 2 (2021) / ISSN 2181-1415 Развитие медиакомпетентности будущих преподавателей АННОТАЦИЯ Ключевые слова: Процесс развития медийных и информационных умений Медиаграмотность и навыков у студентов требует развитой Медиаобразование медиакомпетентности будущих преподавателей. В статье Преподаватель раскрывается содержание медийной грамотности Студент Медиамастерская преподавателя, показываются возможные инструменты развития медиакомпетентности педагогов, анализируется опыт методической поддержки процесса развития медийных умений и навыков преподавателя университета. Today, modern information technologies are changing the process of teaching at the university. Teachers actively use a multimedia projector in the classroom (rarely a lecture is complete today without a presentation), video materials, an interactive whiteboard or panel (if technical conditions allow, for example, the availability of “fast” Internet), and combine elements of traditional and distance learning in their course. Some of the teachers have created a personal blog to communicate with colleagues, or have a personal page in a social network and post relevant information for students on it, or use online communities for professional development [1,2015, p12]. However, it should be noted that the attitude of teachers to modern information technologies today is ambiguous. If some teachers see in the computer and information technologies the possibility of solving many problems of higher education, then some of them not only do not know how to use modern teaching tools, but are also not ready to allow their presence in the educational environment. Many students note that some teachers forbid the use of mobile phones in the classroom. What is the reason for this ban? One possible answer is to try to get students to focus on the content of the class. However, this strategy is not useful, causing only irritation. It can be assumed that the inclusion of mobile phones and I-Pads in the structure of the lesson could remove this problem and would be a productive solution. In theory, this looks convincing, but in practice, the teacher faces other difficulties: there is no interactive panel in the classroom, which means that the use of modern gadgets will not be full- fledged; the speed of data exchange with Internet resources in the classroom is so low that it makes the process of students completing educational tasks using mobile phones (for example, searching for information) unproductive. In the process of completing the training task, it may turn out that students do not know how to search and select information. In this situation, it is easier for the teacher to prohibit the use of mobile phones in the classroom [2, 2016, p 23]. The second situation can be described as follows: the teacher requires students to answer in the test or exam only the material that were given in the lessons. Students perceive this as evidence of the teacher’s inertia and his/her desire to restrict their right to use a variety of sources. In our opinion, there may be another explanation for this phenomenon. It is no secret to the teacher that there is a variety of information that can relate to his/her academic subject. However, he is inclined to trust some information, selecting it for the study course. Another part of the information is considered “unreliable” by the teacher and, in his opinion, is not subject to study by students. Perhaps the teacher makes this selection based on the best intentions, realizing that students who do not have 616 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 2 (2021) / ISSN 2181-1415 the tools for analyzing and selecting information can form a wrong idea about some part of professional knowledge. You can share this desire to protect the student from potential mistakes, but it is impossible to agree with the solution method [3, 2013, p.34]. Both “supporters” and “skeptics” of the use of modern information technologies in teaching ignore several important circumstances, such as: ⮚ the introduction of a computer in the educational process allows you to save the teacher from part of the routine work and create the image of a modern teacher in the eyes of the student. However, the use of modern information