Volume 05 Issue 12-2024
33
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
33-39
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article highlights the methodology for the effective use of interactive and modern digital educational
technologies in teaching the subject of information technology in technical systems. The importance of using Google
Drive tools in the learning process is considered through interactive approaches, including the Pedagogy Wheel
method. The article notes that digital technologies increase innovative opportunities in the formation of students'
professional competencies, further strengthen knowledge, and revitalize practical activities. According to the
research findings, the implementation of modern technologies serves to enhance the effectiveness of learning, as
well as the need to apply advanced teaching methods in teaching technical disciplines.
KEYWORDS
Education, student, professional competence, method, Google Disk, Pedagogy Wheel, Bloom's Taxonomy, AUTOCAD.
INTRODUCTION
Currently, in the training of personnel in the mining
industry in higher education institutions, one of the
pressing issues is the provision of students with in-
depth theoretical knowledge, skills, and practical
abilities using interactive educational technologies and
information and communication technologies, the
formation of their professional knowledge, skills, and
abilities, and the development of professional
competencies.
As a result of the development of science, technology,
and innovative technologies, interest and attention to
improving the effectiveness of education through the
use of interactive methods (innovative pedagogical
Research Article
METHODOLOGY FOR USING INTERACTIVE AND MODERN DIGITAL
EDUCATIONAL TECHNOLOGIES IN TEACHING THE SUBJECT
“INFORMATION TECHNOLOGIES IN TECHNICAL SYSTEMS”
Submission Date:
December 01, 2024,
Accepted Date:
December 06, 2024,
Published Date:
December 11, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-12-07
Yeshmuratova Amangul Artikbayevna
Assistant teacher, Nukus Mining Institute at the Navoi State Mining and Technologies University, Nukus,
Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 12-2024
34
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
33-39
OCLC
–
1242041055
Publisher:
Master Journals
and information technologies) in the educational
process are increasing day by day [1.9].
Classes using modern technologies in the education
system are aimed at teaching students to
independently study and analyze acquired knowledge,
self-assess their knowledge, develop professional
competencies through the practical use of acquired
skills and abilities, and draw correct conclusions.
The
correct
implementation
of
pedagogical
technologies in the educational process leads to the
teacher acting as the main organizer or consultant in
this process.
Pedagogical technology is the content of the
pedagogical activity process, organized on the basis of
a specific project, aimed at a specific goal and
guaranteeing the achievement of this goal [2.93].
The peculiarity of pedagogical technology is
determined by the fact that it creates and implements
a learning process that guarantees the achievement of
the set goals.
MAIN PART
Currently, to solve the problems facing the education
system, specialists are needed who are able to quickly
assimilate new information and correctly assess their
acquired knowledge, make timely decisions, and think
independently and freely. Therefore, modern teaching
methods, i.e., interactive methods, knowledge and
experience in applying innovative technologies in the
educational process of higher education institutions,
ensure that students are knowledgeable, mature, and
competent professionals with developed professional
competencies.
The word "method" in Greek means research, a way, a
method of achieving a goal. A method, in its most
general sense, is a way of achieving a goal, an activity
regulated in a certain way [3.47].
Educational methods are a set of methods for
organizing the teacher's guiding activity in solving
various didactic tasks aimed at mastering the material
being studied, as well as the joint organization of
students' reading and cognitive activity.
Innovation - means to innovate, update, change
something. Innovative pedagogical technologies mean
the introduction of innovations and changes into the
education system, the pedagogical process, and the
activities of the teacher and student, and interactive
methods are primarily used in the implementation of
this process [1, 10].
Interactive ("Inter" means interacting, "act" means
acting) means interacting (or being in conversation,
communication with someone). The essence of
interactive learning is education aimed at students
learning from each other and together [4,11].
Interactive learning, interactive methods, is a system of
methods based on regular communication, a special
form of organizing cognitive and communicative
activity, that is, it is carried out through the joint
activity of the teacher and students.
In the process of teaching the subject "Information
Technologies in Technical Systems" for the mining
industry, the use of interactive educational
technologies
and
modern
digital
educational
technologies in the formation of students' professional
competencies plays an important role, implemented
using creative technologies and innovative methods.
The organization of the lesson process using methods
such as "Pedagogy Wheel," "Syndicate," and
"Opposite Attitude" in teaching the subject
"Information Technologies in Technical Systems,"
along with teamwork with students, also increases the
ability to work with each student individually. The use
of the "Pedagogical Wheel" method in teaching the
subject "Information Technology in Technical
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
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Pages:
33-39
OCLC
–
1242041055
Publisher:
Master Journals
Systems" to students in the field of mining is an
effective method for enhancing students' knowledge
and skills related to information technology and
developing their professional competencies. The
"Pedagogy Wheel" method was developed by
Australian teacher and pedagogical innovator Alan
Carrington in 2015. It provides teachers with modern
technologies and applications as a tool for effective
integration into the educational process. The main goal
of this methodology is to organize a practical and
creative learning process for students based on
Bloom's taxonomy [5.91].
Below, the essence of the aforementioned methods in
organizing classes in the subject "Information
Technologies in Technical Systems" for higher
education institutions, how to implement them, and
how to apply them in the lesson process through the
capabilities of Google Drive, can be described based on
the following educational materials.
The "Pedagogical Wheel" method is a tool aimed at
connecting technologies with pedagogical goals in the
educational process, helping students develop critical
thinking, creative approaches, and communication
skills. This method connects the learning process of
students to the stages of Bloom's Taxonomy and
allows for the successful incorporation of technologies
into the learning process [6].
Figure 1.
“Pedagogy Wheel”
The "Pedagogical Wheel" method allows for the use of
various technologies to improve students' knowledge
levels. The Wheel covers the levels of Bloom's
Taxonomy - cognition, understanding, application,
Volume 05 Issue 12-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
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Pages:
33-39
OCLC
–
1242041055
Publisher:
Master Journals
analysis, synthesis (creation), and evaluation [7].
Different technologies can be used at each level, such
as text writing, drawing, programming, video
production, etc.
Google Drive Usage Method:
The use of Google Drive tools is very convenient and
effective when using the Pedagogy Wheel method for
mining students in the subject "Information
Technologies in Technical Systems." Below are
methodological instructions on how to implement this
method.
Tasks will be created that match the steps of Bloom's
Taxonomy:
In the learning stage, students are provided with
information about the basic concepts of the given
topic using Google Docs or Google Slides. Students
become familiar with the areas of application of the
given topic. Students write brief comments on a given
topic or prepare a presentation on each component on
Google Slides.
Understanding - creates a table about a given topic in
Google Sheets. Students need to understand how
AUTOCAD works, for example, and how their field
relates to this program. Students enter their concepts
for each topic type in a table and evaluate each other
through Google Sheets.
During the application stage, students will be sent
practical assignments related to the given topic
through Google Forms. Students learn to control
technical systems in practice by applying their
theoretical knowledge. Each student is given small
assignments to work on a given topic (for example,
explaining the process of creating a database or
installing technical software).
During the analysis stage, students are asked to write
a report using Google Docs to analyze the advantages
and disadvantages of the given topic. Students
evaluate their effectiveness by analyzing the positive
and negative aspects of programs on various topics.
Students analyze the technological aspects of the
programs on the topic and write critical opinions based
on them.
During the synthesis (creation) stage, through Google
Sites, students are instructed to create a small website
to describe the workflow of programs on the topic.
Students will learn to demonstrate their own
technological solutions and present their work in an
innovative way. Students create a website about the
topic and enter all their learned practical work into it.
At the evaluation stage, a test or questionnaire is
prepared through Google Forms, where students need
to know how they were evaluated on the topic.
Students learn to independently comment on how
programs on the topic work and are effective.
Students answer test questions or comment on the
work of their friends.
Teaching technology using the Pedagogy Wheel
method:
When implementing the Pedagogy Wheel through
Google Drive, it is recommended to use the following
technologies:
- Google Docs - Create learning materials, practice
assignments, and reports.
- Google Slides - Visual presentation of presentations
and educational content.
- Google Forms - Tests, surveys, and ratings.
- Google Sheets - Analyze and compare data.
- Google Sites - for students to create their own
websites or project presentations during the creation
phase.
Volume 05 Issue 12-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
33-39
OCLC
–
1242041055
Publisher:
Master Journals
The organization of the learning process through
Google Drive can be carried out as follows:
- Creation of a database: All educational materials are
collected in one place through Google Drive, and
students are given access.
- Activity monitoring: Students' assignments are
monitored and evaluated through Google Forms or
Google Docs.
- Working in groups: Students will be able to work in
groups on Google Docs or Slides. This allows for mutual
cooperation and exchange of experience.
By applying the "Pedagogical Wheel" method in the
subject "Information Technologies in Technical
Systems" for students in the field of mining, students
are reinforcing their theoretical knowledge with
practice, using technological tools at each stage of
learning. The capabilities of Google Drive make this
method very convenient, especially in distance
learning or group work.
RESULTS
Let's consider the technology of conducting practical
classes using the "Pedagogy Wheel" method for
students specializing in mining in the subject
"Information Technologies in Technical Systems" on
the topic "Using the graphic capabilities of the
AUTOCAD program in the design process":
The "Pedagogical Wheel" is a method aimed at
effectively organizing the learning process and
teaching students on a large scale using various
teaching methods [8].
This model correctly plans the learning process using
Bloom's taxonomy and modern technological tools
(for example, AUTOCAD). The main goal of the
"Pedagogy Wheel" is to comprehensively develop
students' knowledge, skills, and competencies.
Below are methodological instructions on how to
apply the "Pedagogy Wheel" method in practical
classes for students specializing in mining on the topic
"Using the graphic capabilities of the AUTOCAD
program in the design process."
Lesson topic. "Using the graphical capabilities of the
AUTOCAD program in the design process" [9].
The purpose of the lesson is to teach students in
mining specialties the graphic possibilities of the
AUTOCAD program and develop the ability to apply
them in solving problems. During the lesson, students
will have the opportunity to create and analyze various
projects in the AUTOCAD program.
Competencies:
Communicative competence
- Being able to logically
formulate questions based on the topic and answer
them.
Competence in working with information
- Access all
information sources.
Self-development
competence.
Constant
self-
development, a sense of responsibility in working in
groups, and a demonstration of leadership skills.
The Pedagogy Wheel model implies the development
of students' skills at different levels during the learning
process. This method is based on Bloom's taxonomy of
skills and aims to develop students' professional
competencies in the following stages [10].
The knowledge level provides students with an
overview of the main capabilities and graphic tools of
the AUTOCAD program. At this stage, students are
shown the AUTOCAD interface, toolbar, and the main
functions necessary for working in the program.
Google Slides - The teacher prepares a presentation to
explain the AUTOCAD interface and tools. Visual
Volume 05 Issue 12-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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VOLUME
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ISSUE
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Pages:
33-39
OCLC
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1242041055
Publisher:
Master Journals
materials are provided about the purpose and use of
each tool.
Theoretical information about the graphic capabilities
of Google Docs - AUTOCAD and their application in
mining projects is collected.
Understanding Stage - Students gain an understanding
of how to use tools in the AUTOCAD program. At this
stage, they are explained what projects can be created
in the program, how graphic elements are placed, and
their important features.
Google Meet - interacts with students, and the use of
tools in the program is shown live.
Google Docs - Students write down the necessary
information about the main features of drawings in
AUTOCAD.
The application stage involves students completing
practical exercises using the AUTOCAD program.
Students create technical drawings related to mining
using graphic tools from AUTOCAD. They will practice
how to use the possibilities of graphics when creating
drawings in the program.
Google Drive - The teacher places sample files prepared
for working with AUTOCAD on Google Drive, students
download these files and complete practical exercises.
Google Docs - Students prepare practical work
performed using AUTOCAD in the form of reports.
The analysis stage involves students analyzing the
created drawings. At this stage, students review their
work, evaluate its effectiveness, and analyze which
graphic possibilities were used correctly.
Google Sheets - Students create a table to compare
and evaluate projects created in AUTOCAD, where
various graphic tools are used and their effectiveness
is studied.
Google Forms - The teacher prepares a questionnaire
about which of the AUTOCAD graphic tools are used
effectively, and the students evaluate their work.
The stage of synthesis (creation) - Students can
develop a new project based on drawings created in
the AUTOCAD program. At this stage, they are required
to improve their projects and further develop drawings
using additional graphic elements.
Google Sites - Students present their projects created
in AUTOCAD using Google Sites. Each project is filled
with graphic elements and explains what graphic
possibilities were used.
The evaluation stage - At the end of the lesson, the
students' projects are evaluated. The teacher assesses
the correct application of graphic possibilities, the
technical quality of the projects, and the possibility of
their practical application.
Google Forms - Creates teacher evaluation criteria for
student-generated drawings and projects. Through
these criteria, students can evaluate themselves and
express their opinions about the work of other groups.
Google Meet - In an online session, students evaluate
and discuss each other's work.
CONCLUSION
Advantages of the Pedagogy Wheel method:
- A comprehensive approach: through the Pedagogy
Wheel method, all stages of the training are focused on
the comprehensive development of students'
knowledge and skills.
- Participation of students: At each stage, students
actively participate, reinforce theoretical knowledge in
practice, and acquire it.
- Innovative approach: the use of Google Drive and
other technological tools helps to modernize the
Volume 05 Issue 12-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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VOLUME
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ISSUE
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Pages:
33-39
OCLC
–
1242041055
Publisher:
Master Journals
learning
process,
students
develop
online
communication and collaboration skills.
The use of the "Pedagogy Wheel" method in practical
classes on the use of graphic possibilities in the
AUTOCAD program contributes to the systematic and
gradual development of students' skills. The successful
implementation of this method through technological
platforms such as Google Drive makes the learning
process for students interactive and effective.
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