This study examines the implementation of technological devices in primary education across three regions of Uzbekistan - Tashkent, Namangan, and Andijan - focusing on their impact on student engagement, learning outcomes, and classroom interaction. The research, encompassing approximately 100 primary school students, employs a mixed methodology combining quantitative surveys with qualitative interviews and classroom observations. Results indicate that while devices are primarily used for educational purposes such as note-taking and information retrieval, a significant number of students also utilize them for communication and entertainment during lessons. Smartphones emerged as the most frequently used devices, followed by laptops and tablets. Notably, students in Tashkent report higher usage rates compared to their counterparts in rural Andijan. Although most students perceive a positive impact of gadgets on the learning process, nearly 40% acknowledge experiencing distractions during lessons. Teachers exhibit varied attitudes towards technology integration: some actively endorse it, while others approach it with caution. The study underscores the necessity of developing clear guidelines and providing teacher training to effectively manage gadget use in schools. Proposed measures include formulating structured policies, offering professional development opportunities for teachers, and fostering collaboration among educators, parents, and students to ensure a balanced and purposeful integration of technology in primary education.
| Mualliflar | Azizova, Durdona, Азизова, Дурдона, Azizova, Durdona |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-05-25 |
| Jild | 3 |
| Son | 5/S |
| Betlar | 51-56 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss5/s-pp51-56 |
DOI: 10.47689/2181-3701-vol3-iss5/s-pp51-56 · Maqolaning asl sahifasi
Technology integration, use of gadgets, classroom dynamics, communication tools, digital literacy, learning outcomes, smartphones, laptops, artificial intelligence-based learning, gamified learning platforms, digital citizenship, Интеграция технологий, использование гаджетов, динамика класса, средства коммуникации, цифровая грамотность, результаты обучения, смартфоны, ноутбуки, обучение на основе искусственного интеллекта, игровые платформы обучения, цифровое гражданство, Texnologiya integratsiyasi, gadjetlardan foydalanish, sinf dinamikasi, aloqa vositalari, raqamli savodxonlik, o‘quv natijalari, smartfonlar, noutbuklar, sun’iy intellektga asoslangan ta’lim, o‘yinga asoslangan o‘quv platformalari, raqamli fuqarolik.
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