Education of the republic of uzbekistani samarkand state institute of foreign languages

CHAPTER II. THE IMPLEMENTATION OF DIGITAL MEDIA IN TEACHING STUDENTS’ ENGLISH ACADEMIC WRITING COMPETENCE
2.1. The role of using digital media in the classroom
Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. This media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.
Digital media takes several different forms, such as email, video, websites,
photos, and slideshows. The platforms are most beneficial with the use of advanced technological devices, such as iPads and laptops that have also been implemented in many classrooms. In a study done by Alison Cook-Sather, students tend to be more comfortable with communicating by e-mail. Emails allow direct communication with a student and instructor outside the classroom. Students can have dialogue at any time with their professors on problems or questions they are having. This allows students and instructors to advance communication techniques even outside of the classroom.
Through visual presentations students and instructors, can put forth their information with video and photo for context or engagement. Showcasing their topic through video and photo has become a major tool in the classroom for more visual learners. For example, in an article by Jon M. Wargo and Kara Clayton, U.S. secondary students amplified by a global political climate of fear, oppression, and increased nationalism, used multimodal composition, and video production in particular, as a means to participate in politics and voice their opinion.
Through video production students were able to create a message and display it to a larger audience. The study showed that presenting information in the form of a video production increased student interactions with the assignment. Students felt more in control of their work, and production process allowed for them to voice their own opinions. Through the internet and websites like Google Classroom, Canvas, Blackboard, Slack, Discord, students, and professors can obtain and share information and assignments in one place. This use of digital media in education allows students to access useful information, communicate, and find opportunities, all inside their classes. As time has passed, different forms of digital media, such as laptops, video, and online research, have been incorporated into daily educational technology.
New programs and classes are being added to curriculums every year. For instance, the University of Connecticut launched a digital media and graphic design major in 2015. This includes various classes such as web design, digital culture, animation, and more.
The process of education through the use of digital media can be split up into four types of learning activities which are passive, active, constructive, and interactive. It is shown that students will gain more knowledge if they use more interactive types of learning activities rather than more passive ones. Digital media in the classroom can bring new styles of learning in which would be more engaging and interactive.^[11] Digital media allows people to showcase their work to social media platforms like Facebook, Twitter, and Instagram. Student’s work can also reach a larger crowd and receive comments and opinions via Reddit, YouTube, and Video. Pages like these allow public display of anyone’s ideas and work. Students looking for work or internships to strengthen their resumé also will find opportunity online through sites such as LinkedIn. The knowledge that students in education have related to media technologies varies in which would require some to have assistance while using them.
Writing for Digital Media teaches students how to write effectively for online audiences-whether they are crafting a story for the website of a daily newspaper or a personal blog. The lessons and exercises in each chapter help students build a solid understanding of the ways that the Internet has introduced new opportunities for dynamic storytelling as digital media have blurred roles of media producer, consumer, publisher and reader. Using the tools and strategies discussed in this book, students are able to use their insights into new media audiences to produce better content for digital formats and environments. Fundamentally, this book is about good writing-clear, precise, accurate, filled with energy and voice, and aimed directly at an audience. Writing for Digital Media also addresses all of the graphical, multimedia, hypertextual and interactive elements that come into play when writing for digital platforms. Learning how to achieve balance and a careful, deliberate blend of these elements is the other primary goal of this text. Writing for Digital Media teaches students not only how to create content as writers, but also how to think critically as a site manager or content developer might about issues such as graphic design, site architecture, and editorial consistency. By teaching these new skill sets alongside writing fundamentals, this book transforms students from writers who are simply able to post their stories online into engaging multimedia, digital storytellers.
There is no denying that everything has changed since the advent of digital networks in our lives. This study also suggests focusing on the many ways in which digital media is changing the way the education system works. To illustrate, students usually used social sites for entertainment purposes in order to provide very simple and fast data from social networks in a few minutes. The use of digital media is different from people with adverse consequences. In society, as well as adverse consequences for society. There will be a lot of students on digital media, especially on social media and all students, especially those who are inclined, will view their own Facebook and Twitter during their studies. They have a great impact on their hearts and have a sufficient impact on health problems, as well as creating cracks in their families, as well as the purpose of creating social networks. It is very difficult to access a number of sites that are not temporary educational sites. Studying media sites, he demonstrates a decrease in academic performance. The ability to concentrate on manual tasks is significantly reduced depending on YouTube, Facebook or Twitter.
In addition, discussions, dialogues, and polylogues began during the classroom sessions. This allows students to spend more time in the process of discussing educational issues, which ensures careful assimilation of the material and an active position of the student in teaching. The information supporting the course on the social network allows students who have missed classes to participate in discussions and complete tasks from home.
A variety of forms of communication. Wiki pages, forums, surveys, questionnaires, comments, subscriptions, sending private messages and much more provide ample opportunities for collaboration. It's easier to share interesting and useful links to other resources. A big advantage of using digital networks in the educational process of the university is the availability of teachers in matters of communication. Maintaining relations between teachers and students, participants of conferences, seminars, allows improving the quality of scientific and educational events through the exchange of ideas and comments. [24, 49]
The main advantages of “digital networks”:
- free of charge, i.e. does not require expensive server equipment and service, no need to pay for website development;
- registration and use in most of them are absolutely free, which allows you to save money;
- in most cases, unlimited disk space is provided for storing various content, such as audio-video files, images;
- reliable protection against hacker attacks, reliable data storage, because many "social networks" spend a lot of money to maintain their protection;
- convenience of mail services and information notifications
The study of various types of writing contributes to the unlimited ability to post links in any number to various materials. In addition, blogs are in no way inferior in the opportunities to acquire speaking and listening skills. This is done through the use of podcasts, with the help of educational texts of radio broadcasts, videos that are freely available on the Internet. The integration of all the above methods of studying the blog allows you to repeatedly listen, stop and review files if necessary. [17, 459]
A modern student should be able to work independently and actively with information, critically evaluate it and apply it in accordance with the goals and objectives of his activity.
Recently, researchers have been exploring new areas of application of digital platforms in various areas of human activity. In the near future, the nature of socialization will rapidly increase. The choice of digital networks as a platform for organizing distance interactive learning has a number of arguments. The principles of building many social networks, such as identification, communication, presence on the site, relationships, groups, reputation, exchange, search, integration with other offers, are very well suited for creating a study group, a class in an online space, in a social network. The placement of an educational resource on the basis of social networks automatically establishes direct effective communication between a teacher and a student, between a student and a student. [ 17, 46, 241]
The bottom line is that digital tools are an important part of our daily life, and it makes no sense to exclude them from the educational process. It is necessary to train the staff of schools, colleges and universities to use technology for communication between students and parents. But the advantages are obvious: from a more adequate relationship between parents and teachers to the constant change and development of the way our students learn.
A good modern lesson is a time when a student learns about himself, makes discoveries, looks for the right solutions, doubts, rejoices, that is, the student's own activity becomes the basis of learning. Only in the activity, the development of his ability to express his own judgments, use the necessary information, analyze it, as well as create messages, choose the most appropriate means for communication. The better the learning conditions, the more effectively the school's task will be solved - to form the media competence of students.
Practical experience in an educational institution shows that most students have an insufficient level of personality development, which is able to analyze, synthesize and give its own assessment of the information received, has creative and critical thinking, therefore, pedagogical approaches and technologies are used in working with students that contribute to the formation and development of media competence in the classroom. That is why our future pedagogical activity is connected, first of all, with the need to solve the problem of media competence formation in a foreign language lesson. It is important to say that teachers should prepare students for real life. From this point of view, the mass media are a necessary tool to support people's understanding of world information. In addition, no matter what type of media you use, be it magazines, newspapers, advertisements or short videos, your goal is to bring a part of the real universe to the classroom. Language teachers should use the media in their courses whenever they want:
• Representation of various real-life scenarios,
• Add a detection component, use real audio-visual channels, involve students in the course,
• Conduct any discussions about life, events, accidents,
• Courses are taught according to the interests and hobbies of students.
Digital media can help solve many problems, such as: motivation, clarity, reworking, writing, revisions, editions, varieties, mixed courses, updated information in textbooks, the life and color of classroom procedures and methods, thereby simultaneously helping students improve accuracy and fluency. It is believed that with proper use and successful integration, if teachers and students use it, it will bring many benefits under appropriate circumstances. [25, 8]
The technology as a means of storing information has provided humanity with great advances. In this perspective, digital media continuous the evolution of social manifestations adopted by man over time through anthropology, cultural formation, in the construction of a new society, through rapid social dissemination and communicative ease. In this way, accessibility to reading engaged in the spelling process, are part of human development, the use of technology, broadens ideas and proposes interaction to improve life in society, as reading is an important link for the development of an entire society, and it is through it that man interacts and makes great achievements.
It is not irrelevant to point out that many educators and students make up these indexes. The school can no longer ignore the meanings that digital networks have assumed in people’s lives and is already beginning to realize that it is time to discover intelligent ways to take advantage of interest that most students show in networks to teach them how to extract relevant ways of its use. In agreement with Alrasheedi, Alrabai, believe that the use of digital networks, mediated by an educator, can be viable and minimize the paradoxical situation in which the school is inserted. Due to their eminently communicative and interactive character, where many languages flow, social networks on the internet have great potential for improving English language according to the pedagogy of multi-tools.
Taking advantage of the linguistic and cultural flow in digital networks in favour of an English academic learning that is primarily interactive and attractive to students is part of the undertaking. This action is undertaken by recommendation from university professors who have now started believing the power of digital media in improving language of students. Several foreign language teaching initiatives demonstrate that researchers have believed in the collaborative construction of knowledge through the pedagogical use of networks to broaden students’ interest in school. It favours the continuity of studies, horizontalize and positively narrow the relationship between teachers and students following the work developed by Salih and Elsaid.
Kutubkhanah, recommend the use of the social networking sites to teach the discipline “Interaction Through the Internet” which aimed at the development of the English written skills through collaborative tasks with the support of resources available on these platforms. This experience proved the effectiveness of using the social networking platforms as an environment for complex learning, according to the needs of students and the objectives of the teacher of the discipline taught. At a university level, Aloraini, used Twitter as an open space to investigate students to research based on recommendations from teacher-researchers, and the blog as an environment where students could organize and systematize information and productions, with space for colleagues’ comments.
The use of digital media to improve student literacy in English language learning explains the results of this study, namely (1) the impact of the use of digital media on the learning processes of students in the classroom; and (2) the disadvantages of using digital media to improve student literacy in the classroom. Based on the results of interviews and teachers' experience in teaching in the classroom, the use of digital media in the learning process has a great impact on the progressive path of improving student academic performance the engagement. The use of digital media has shown positive results, as it relates more effectively to teaching and learning instructions. This can be seen by the way students take a more active part in learning, which affects their learning activities. A similar definition is also contained in the international The report of the ICT Literacy Group prepared by the Education Testing Service (ITS), which states that ICT literacy uses digital technologies, means of communication and networks for access, management, integration and evaluation to create information that can be used and accessed by anyone, especially students. Another term closely related to literacy is digital media. Digital media is something that is used to help teachers facilitate the learning process by using information technology devices to adapt to the times. Along with changes and developments, this term has also penetrated into several different terms, such as technological literacy, computer literacy and Internet literacy.
Digital media helps teachers and students to have the opportunity to learn a variety of information and knowledge related to the material that will be provided in the learning process. In addition, digital media also influences a diverse learning environment, allowing you to independently find a variety of useful knowledge that can increase the motivation of students. The following excerpts from the interview are the results of in-depth conversations with teachers about the use of digital media used to present material in the classroom.