This article analyzes the mechanism for developing technological competencies through the interrelated processes of design, practical activity, assessment and reflection. Technological competence is interpreted not only as the ability to use digital tools, but also as a set of abilities related to defining pedagogical goals, designing learning situations, creating electronic resources, ensuring information security, organizing collaboration, assessing outcomes according to criteria and reflecting on professional activity. The article discusses the unity of goals, content, tools and expected outcomes at the design stage; the potential of projects, digital laboratories, case studies and blended learning at the practical activity stage; diagnostic, formative, rubric-based and portfolio assessment at the assessment stage; and self-analysis, replanning and professional growth at the reflection stage.
| Mualliflar | Kurbonmurotov, Eldor, Курбонмуротов, Элдор, Qurbonmurotov, Eldor |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-11-25 |
| Jild | 6 |
| Son | 11/S |
| Betlar | 505-514 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol6-iss11/s-pp505-514 |
DOI: 10.47689/2181-1415-vol6-iss11/s-pp505-514 · Maqolaning asl sahifasi
technological competence, development mechanism, design, practical activity, assessment, reflection, digital portfolio, rubric, integrative approach, digital didactics, технологическая компетенция, механизм развития, проектирование, практическая деятельность, оценка, рефлексия, цифровое портфолио, рубрика, интегративный подход, цифровая дидактика, texnologik kompetensiya, rivojlantirish mexanizmi, loyihalash, amaliy faoliyat, baholash, refleksiya, raqamli portfel, rubrika, integrativ yondashuv, raqamli didaktika
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar