We encourage everyone in the California area to attend the third annual Hayward Lit Hop on Saturday, April 27th. This is a public festival with different readings from different groups throughout downtown Hayward coinciding with Hayward’s choosing a new adult poet laureate, culminating in an afterparty at Hayward’s Odd Fellows Lounge. Several Synchronized Chaos contributors will read from their work at the 2024 Lit Hop.

This month’s issue deals with natural and cultural cycles, things coming and going, changing with time’s rhythm.

Sayani Mukherjee recollects the rise and fall of a sculpted fountain of water. Maja Milojkovic exudes the simple joy and beauty of living in a small house by the ocean.

In Brian Barbeito’s prose poetry, his speaker’s grief for his departed loved one is like memories of summer sun during a cold winter. Philip Butera’s take on grief resembles Barbeito’s, with poetry about “cottony clouds” stretched across the sky in winter. In contrast, Don Bormon presents a tortuous summer heat wave, where even the song of the birds is stilled by the weather. Mesfakus Salahin laments the twin tragedies of polluted nature and selfish, troubled humanity and pleads for mercy.

Mahbub Alam connects harm done to the planet’s ecology with illness in human bodies and souls. Sardor Yaxshilikov considers threats to the natural world, the environmental challenges posed by Uzbekistan’s industrialization and possible solutions for them. Daniyor Gulomjanov offers an analysis of the cost and efficiency of renewable energy in Eurasia, while Rahmatullayev Ahror discusses a new microcloning technique for seedling growth in laboratories.

Aqib Khurshid highlights how nature renews itself and grows again in verdant spring, as Mehvish Chouhan reflects on our personal renewal with each sunrise. Elmaya Jabbarova beckons her lover to join her in renewing their love with the new season. Kutlug Nigor’s poem concerns spring, regrowth, and the coming of the new year, as Shaxlo Safarova’s poem focuses on the promise of children.

Young Uzbek poet Kasimova Parizoda relates her determination to go forth and live her career dreams as a journalist. Graciela Noemi Villaverde relates her strident journey to retain her personal dignity and integrity.

Spanish photographer Kylian Cubilla Gomez sends up images of creative work: spiderwebs, paintings, and the buildings of a natural area. Isabel Gomez de Diego’s collection is a vibrant celebration of life: holidays, parks, children, sewing and haberdashery.

Dr. Lawrence Winkler, in his colorful and detailed Peruvian travelogue, explores a land where the present exists alongside the past. Jerry Durick’s poetry explores what we take and leave behind when we travel, as Stephen Jarrell Williams takes a less literal approach to life’s journeys, narrating a tale of lovers who withdraw from a broken world to find comfort in each other, then in their faith.

Patrick Sweeney’s fragmented one-liners show characters observing and chronicling the world, finding comfort where they can. Mykyta Ryzhykh speaks to navigating an indifferent universe, seemingly powerless against personal and geopolitical loss. Faleeha Hassan laments the pride and selfishness and privilege that leaders come from when they lead ordinary people into wars. Wazed Abdullah mourns the cost of the war in Gaza to children and civilians of all sorts.

Bill Tope addresses men’s vulnerability to society’s toxic and reductive ideas of masculinity and how those pressures victimize and demean both men and women. Rasheed Olayemi reminds us of the social and psychological toll of unemployment, as people need jobs for dignity as well as income. Sinanbinumer laments ethnic and religious intolerance’s role in worsening conflicts between Hindu and Muslim people in the Indian subcontinent and the role of sensationalized media in stoking tensions.

Pascal Lockwood-Villa’s poem narrator is a personified and dissatisfied mermaid statue, with strong opinions but little agency in her world.

Linda Springhorn Gunther’s memoir excerpt from A Bronx Girl illustrates her life as a vulnerable small child with an imaginative, loving, but delusional mother. She writes as an adult to make sense of her past, layering adult understanding onto her youthful narrative.

Dennis Vannatta’s story shows a man visiting his old haunts and discovering that the places have all changed without him. Taylor Dibbert’s poetic speaker reflects on a past relationship, at a safe enough distance now to wax philosophical.

J.J. Campbell evokes fleeting pipe dreams dashed by reality, while Daniel De Culla gives us an earthy and human look at the imperfect Gandhi.

Lola Hotamova writes of love and heartbreak, of the paradox of wanting an ex-lover to return but not wanting one’s heart broken again. Duane Vorhees’ speaker references past romantic crushes in his works on the slipperiness of memory and alienation from the world.

Zofia Mosur depicts a tender, desperate, almost incestuous, intimate relationship between a young girl and the female figures she draws.

In a more humorous vein, Stephen House looks at the human experience of procrastination, not acting on the many “shoulds” of life.

Alma Ryan challenges us to find moments of joy even if life is sad or off-kilter, while Shahnoza Ochildiyeva reflects on where and how to find personal happiness. Mirta Liliana Ramirez tastes each life experience in full like a seasonal fruit, gaining experience that helps her as she ages. Saodat Kurbanova explores how and why Uzbekistan is rated one of the world’s happiest nations.

Z.I. Mahmud probes the dawn of subjective individual consciousness in Kate Chopin’s The Awakening.

Some other works delve so far into subjectivity that they remove the narrator altogether.

Janna Aza Karpinska constructs concrete visual poetry by pasting prepositions onto canvas and finishing the phrases in various ways. Texas Fontanella’s music involves rhyming couplets from fellow Synch Chaos concrete poet Mark Young. Marieta Maglas’ poems involve multiple senses, seeming at once tactile, auditory, and visual. Mark Young takes a similar approach to his ‘geography’ paintings, creating visual landscapes of imaginary places that highlight form, color, and text. J.D. Nelson peers at everyday foods through an off-kilter lens in short pieces that inspire second and third looks.

Quademay Usanova looks at language in an academic manner, comparing word formation in the Uzbek, Russian and Karakalpak languages. Halimova Nilufar Hakimovna explores various approaches to teaching linguistics, while Norbekova Rano probes the language of mathematics, discussing the history of the concept of the integral in calculus. Muntasir Mamun Kiron extols the elegance of science and electricity and power generation technology.

Madina Fayzullaeva outlines ways to improve and enhance digital education tools while Aziza Amonova explicates the results of a new Uzbek assessment of reading levels. Feruza Axmadjonova suggests methods for teaching English to very young children while Shoshura Khusenova offers up practical suggestions on how to teach language learning to a class of mixed abilities and experience.

Saodat Kurbanova evokes the experience of writing a poem, getting outside of herself and stepping into a sense of broader consciousness.

Dilfuza Dilmurodova’s strident poem combines personal and national pride. Rahmiddinova Mushtariy offers up a poem of thanks to her mother, her kind teacher.

Zilola Khamrokulova reviews Ahmed Lufti Kazanchi’s book Stepmother, which extols the values of compassion and kindness for those in need, even those beyond your own family. Nosirova Gavhar’s short story advocates compassion for orphans and the poor. Nigar Nurulla Khalilova invites the forge of life to fashion her as an instrument for goodness and humanity.

Michael Robinson relates the powerful tale of how faith and family saved his life from drug abuse and loneliness. Kristy Raines highlights the beauty of a deep and caring marriage. Annie Johnson reflects on the steady joys of a long and committed relationship and family in her elegant poetry.

Ari Nystrom-Rice speaks to the moment where a couple’s individual life journeys merge into one, while Lilian Dipasupil Kunimasa envisions a world without race, class, or gender prejudice where all people are free to live their dreams. Jacques Fleury suggests how to navigate complex dialogue on sensitive issues without losing sight of others’ humanity.

We hope that this issue provides a jumping-off point and ideas for you to engage in conversation with people around you.

PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)

Annotation: This article reviews the achievements of the PIRLS international assessment program.  The purpose, components of this program are mentioned.  The procedure for conducting Reading Literacy, which is considered the main focus of the International Assessment Program, is noted

Key words: education system, literacy, purpose, components, reading literacy, assessment, questionnaire

The Progress in International Reading Literacy Study (PIRLS) is a large international comparative study of the reading literacy of fourth-grade students. The study is conducted by the International Association for the Evaluation of Educational Achievement (IEA), with national sponsors in each participating education system (previously referred to as education systems). The National Center for Education Statistics (NCES), in the Institute of Education Sciences at the U.S. Department of Education, is responsible for the implementation of PIRLS in the United States. Reading literacy is one of the most important abilities that students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society. 

Participants in PIRLS include both countries and subnational entities, both of which are referred to as education systems. PIRLS focuses on the achievement and reading experiences of children in grades equivalent to fourth grade in the United States. The study includes a written test of reading comprehension and a series of questionnaires focusing on the factors associated with the development of reading literacy. PIRLS was administered in 2001 to students in 35 education systems, in 2006 to students in 45 education systems, in 2011 to students in 53 education systems, and in 2016 to students in 61 education systems. 

Purpose PIRLS is a carefully constructed reading assessment, consisting of a test of the reading literacy of fourth-grade students and questionnaires to collect information pertaining to fourth grade students’ reading literacy evaluation. 

PIRLS has four goals: (1) develop internationally valid instruments for measuring reading literacy suitable for establishing internationally comparable literacy levels in each of the participating education systems; (2) describe on one   scale the literacy profiles of fourth-graders in school in each of the participating education systems; (3) describe the reading habits of fourth-graders in each participating education system; and (4) identify the home, school, and societal factors associated with the literacy levels and reading habits of fourth-graders in school. 

Components PIRLS assesses four broad-based comprehension processes within each of the two purposes for reading: focus on and retrieve explicitly stated information; make straightforward inferences, interpret and integrate ideas and information; and evaluate and critique content and textual elements. 

Also, PIRLS focuses on three aspects of reading literacy: purposes for reading; processes of comprehension; and student reading behaviors and attitudes. The first two aspects are measured through the PIRLS assessment component, which is administered to each participating student. The third dimension, reading behaviors and attitudes, is measured through a separate component of background questionnaires. In 2016, the PIRLS administration included the PIRLS assessment as well as ePIRLS, an assessment of online informational reading. PIRLS 2021 will present a new digital web-based delivery system called digitalPIRLS. digitalPIRLS will be offered so countries can take advantage of a full computer-based assessment. 

The digitalPIRLS assessments will include the ePIRLS assessment of online reading initiated in 2016. With digitalPIRLS, countries will experience greater operational efficiency in translation and translation verification, data entry, and scoring, without the need for printing or shipping. Digital PIRLS will be offered as a web-based system via school-based or IEA web servers, or a USB drive connected locally to a PC with the Windows Operating System. As an alternative to digitalPIRLS, countries may administer PIRLS 2021 in paper format. ePIRLS is available in 2021 only in conjunction with digitalPIRLS. For more information on digitalPIRLS, please visit the IEA website at https://www.iea.nl/. 

Source versions of all instruments (assessment booklets, the ePIRLS assessment, questionnaires, and manuals) were prepared in English and translated into the primary language or languages of instruction in each education system. In addition, it was sometimes necessary to adapt the instrument for cultural purposes, even in countries that use English as the primary language of instruction. All adaptations were reviewed and approved by the International Study Center to ensure they did not change the substance or intent of the question or answer choices. 

The first aspect of the assessment component that is targeted by PIRLS is purposes of reading. The purposes of reading component encompasses the two main reasons why young students read printed materials: for literary experience and for the acquisition and use of information. To measure the ability of students to read for literary experience, fictional texts are used; to measure students’ skills for acquiring and using information, nonfictional texts are used. In 2016, literary experience and acquiring and using information each made up 50 percent of this aspect of the PIRLS reading assessment.

The second aspect of the PIRLS assessment component is processes of comprehension, which describes how young readers interpret and make sense of text. In 2016, this aspect was composed of four categories: focusing on and retrieving explicitly stated information (20 percent), making straightforward inferences (30 percent), interpreting and integrating ideas and information (30 percent) and evaluating and critiquing content and textual elements (20 percent). 

Both PIRLS and PIRLS Literacy devote half of the assessment passages to each of the purposes for reading, while the ePIRLS online assessment focuses solely on reading to acquire and use information. The ePIRLS approach simulates websites from the Internet, through which students can navigate to accomplish school-based research projects or tasks. Because PIRLS Literacy is designed for students earlier in the process of learning to read, a larger percentage of items (50 percent of the assessment) is devoted to measuring foundational reading comprehension processes—the ability to focus on and retrieve explicitly stated information. 

Also, PIRLS Literacy has shorter reading passages with easier vocabulary and syntax. The second component, background questionnaires, collects information on reading behaviors and attitudes (the third aspect of reading literacy targeted by PIRLS), and helps to provide a context for the performance scores. These questionnaires focus on such topics as students’ attitudes and beliefs about learning, their habits and homework, and their lives both in and outside of school; teachers’ attitudes and beliefs about teaching and learning, teaching assignments, class size and organization, instructional practices, and participation in professional development activities; and principals’ viewpoints on policy and budget responsibilities, curriculum and instruction issues, and student behavior, as well as descriptions of the organization of schools and courses. 

Assessment. In the main PIRLS assessment, each student completes a reading comprehension assessment booklet, which contains two blocks of passages that form the foundation of the PIRLS reading literacy test. Half of the assessment blocks contain passages of literary text which include realistic stories and traditional tales, and half contain passages of informational texts including chronological and non-chronological articles, a biographical article, and an informational leaflet. The passages of text are followed by questions about the text, which the student answers using constructed-response and multiple-choice response options.

REFERENCES:
1. Kennedy, A.M., Mullis, I.V.S., Martin, M.O., and Trong, K.L. (2007). PIRLS 2006 Encyclopedia: A Guide to Reading Education in the Forty PIRLS 2006 Countries. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2006/encyclopedia.ht ml. 

2.Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Flaherty, C.L. (2002). PIRLS 2001 Encyclopedia: A Reference Guide to Reading Education in the Countries Participating in IEA’s Progress in International Reading Literacy Study (PIRLS). Boston College, International Study Center. Chestnut Hill, MA. 
https://timss.bc.edu/pirls2001i/PIRLS2001_Pubs_ER. html. 

3.Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Foy, P. (2007). PIRLS 2006 International Report: IEA’sProgress in International Reading Literacy Study in Primary Schools in 40 Countries. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2006/intl_rpt.html. 

4.Mullis, I.V.S., Martin, M.O., Minnich, C.A., Drucker, K.T., & Ragan, M.A. (Eds.). (2012). PIRLS 2011 
Encyclopedia: Education Policy and Curriculum in Reading, Volumes 1 and 2. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2011/encyclopedia-pirls.html. 
5.Uses of Data Green, P.J., Herget, D., and Rosen, J. (2009). User’s Guidefor the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files, and Database with United States Specific Variables (NCES 2009-050).

Aziza Amonova is a 3rd grade student of the Faculty of Primary Education of Jizzakh State Pedagogical University. Currently, she has about 40 scientific articles and two methodological manuals.  In addition, she participated in about 25 different forums and conferences.

Psalm 16:1-2 (NIV)-Keep me safe, my God, for in you I take refuge. I say to the LORD, “You are my Lord; apart from you I have no good thing.” I say.

It was 1978, when I was dying of a cocaine overdose. It was not my intention to die that night in this manner. It was the night before the birth of Jesus Christ. I have had many encounters with death in my neighborhood. During my childhood, death touched others but not me. My encounter was to come years later. This Christmas Eve, it was a personal encounter. It had been so many dying in difficult situations. It would not serve my purpose to recall those experiences now. What I do remember is that Christmas Eve when I was twenty-one. I lived above the red-light district a few blocks for Dupont Circle where men were in search of prostitutes. I was not looking for a prostitute. Instead, I was trying to get away from the inner-city life. It was not by a gunshot wound or stabbing by a knife that brought me horror this night. 

Now death was touching me, reaching for me. The snowflakes danced outside my window. It reminded me of my younger years.  Snowflakes would land on my tongue.  It was my last memory of childhood before it all went bad. Now, for a split second, there was peace and light that would turn into darkness. I crawled from my bed to the floor in search of air. I crawled back into the bed in search of air. My chest was as if it was an explosion inside of me. The room began to fade into black, and there was nothing I could do to stop it. Fear moved into my mind and body. The fear of dying into a blackhole. 

I had a friend in my childhood for many years. We walked the inner-city streets together. Walking in alleys to avoid the violence and the people associated with it. My introduction to Jesus was by my foster mother Dee. She sang hymns while listening to the AM radio station playing gospel music. Her flower dresses didn't hide her wounds from diabetes.  Her arthritic fingers brought her pain. She had been washing clothes for many winters. The old, rusted ringer washing machine, on the porch floor covered with snow. I would listen to hear while she spoke about Jesus. Day and night Jesus was what she knew about. Fallen asleep still hymning to Jesus. All this talk about God and Jesus left me wondering who Jesús was? In addition, who was God, and what did he know? In my mind, I questioned what He knew? Maybe he knew that I was afraid living in that neighborhood? Maybe he knew I wanted to be with him? Noise and gunfire and endless screams. Where was this Jesus Dee talked about so much?

Amidst all this chaos and turmoil there were moments of peace and quiet within me. My aunt Lucille took me to Holy Redeemer Catholic church for morning mass each day. I was eleven and found a different relationship with Jesus. Sitting in the pew in an empty church. The light of the votive candles in red, blue, and yellow colorful glasses. The altar candle flame flicked. There was tranquility now. It was so peaceful sitting there before having to go back into the war zone. However, this sense of peace stayed with me. Until, Christmas night at twenty-one. The war returned for me. I hadn't escaped. I felt the terror of all those years coming to life. A confused mind and a heart racing. Where was Jesus who had walked with me?      

I wanted Jesus, I needed Jesus, I pleaded with Jesus. Oh, that eternal suffering like in childhood. It was frightening without my friend. Dying without my friend. However, leaving the church after praying it was different. There was a sense of serenity which evaporated slowly. It slowly creeped into my existence in this moment of crawling on the floor. My existence began to slip away. It had all returned and I had not escaped.  I wanted to escape the streets and not die in childhood. However, I was dying in a rooming house alone. My body would be found and taken to the morgue. I had watched children taken that final ride in that black car as the crowd watched. All those sleepless nights back then. Those black cars with the certain closed. I wanted this Jesus Dee spoke about. I wanted God to know I wasn't ready to die back then and not now. 

"Please, God Save me" was my prayer. Finally, Christmas morning snowflakes gently fell.  Inside my mind and emotions, I was feeling disoriented, which seemed to last for years. Nothing made sense. I wasn't sure if I had survived. I prayed to God to stay with me. I wanted my friend. I wanted Jesus. The night of the demons had passed. Salvation and Redemption came to me. A promise my promise to follow Jesus Christ. My life now has meaning and purpose unlike that Christmas Eve. It has taken forty-five years to understand what Dee always knew and I knew the Jesus Dee always talked about.

Dear Heavenly Father, you did not forsake me. My night of despair you loved me. My heart belongs in your sanctuary where there is peace.  Amen. 

Sugar Stars

Sweetness through the years
sugar stars in your eyes

your touch
instantly making me what you love

walking together
along an endless sea of tranquility

threats of the distant world
only making us stronger together

moon blushing
when we press deep

sitting together on a high peak
our bare feet stirring the night

your humming into a sigh
speeding up the slow spin of the earth

morning coming
again and again.


Then the Rain Came

Catching hold of us
near reaching the end

last glances
of the tease of comets

clutching into the last press
of our togetherness

building
into tears

dripping down into the dry leaves
of the tree we played in

the surrounding forest of our youth
encompassed by a city of sin

all the world has turned into itself
a twisting of ages we could have conquered

but we were too busy
trying to love our way out.


This is the End

On the last island
an apple tree
with the waters closing in

wave after wave
no one there
to say goodbye

not even a bird in the sky
to land on a branch
and sing the final song.


And Then God Spoke

No matter how bad it gets
it seems there has to be more

Space has no end
no wall stopping the run of time

Man and his mistakes
lifted high above the evil

God's love
forever forgiving.


Stephen Jarrell Williams trying to find his way home...  Listening to the rain, and wind, and the calling of God.  He can be found on X Twitter @papapoet

Moonlight Memories
 
The moonlight lingers long 
Over the shadows of my soul. 
Penetration eludes the mind 
In the silvery brightness of being. 
Waves of longing sweetness 
Hold my body prisoner 
Of memory’s braille fingers 
Touching my body’s holy places 
Lingering as the face of dawn 
Peeks in the curtained window. 
All night long the wild gypsy song 
Played across the softness of night 
And drew its bow with aching delight 
Across the muscled hardness 
Of your straining body, dripping 
Such honey over my glistening skin. 
Is it any wonder I resent the day; 
The hours dragging morning 
Past the fresh memory of your mouth 
While I dream of our shadowed bed 
Hung with moonlight, tracing 
The outline of your heaving form? 
O hurry day and draw the shade of night, 
For I am bathed; perfumed; and waiting, 
Wearing nothing but the memory of your kiss!


Time Was
 
Time was when a gale wind 
Swept across the field of wheat 
Making it look like a golden sea. 
Time was when the windmill whirred 
Filling the water trough for the horses, 
And the chickens scratched in the barnyard 
And the rooster crowed heralding dawn 
While I dreamed under winter covers on my bed. 
Time was when I could see my breath in the air 
When I stuck my head from under the quilt 
And smelled the scent of fresh coffee; pancakes 
And hot Maple Syrup and heard bacon frying. 
Time was when I jumped eagerly out of bed 
And greeted the outstretched arms of day 
With golden legs ready to run joyously 
Over the fields, meadows and streams 
And taste the wind in my hungry soul. 
Time was when the earth laughed 
Like a high-spirited child running through puddles 
Making mud pies and humming to itself. 
Time was when I dreamed of growing up; 
Being a woman; becoming a bride; having babies 
And flower gardens filled with tender longings; 
And I dreamily awaited someone I knew, I knew. 
Time was when you came calling like morning dew 
And I opened the door of my soul to you.


Annie Johnson is 84 years old. She is Shawnee Native American. She has published two, six hundred-page novels and six books of poetry. Annie has won several poetry awards from world poetry organizations including; World Union of Poets; she is a member of World Nations Writers Union; has received the World Institute for Peace award; the World Laureate of Literature from World Nations Writers Union and The William Shakespeare Poetry Award. She received a Certificate and Medal in recognition of the highest literature from International Literary Union for the year 2020, from Ayad Al Baldawi, President of the International Literary Union. She has three children, two grandchildren, and two sons-in-law. Annie played a flute in the Butler University Symphony. She still plays her flute.

DIGITAL TECHNOLOGIES IN EDUCATION PROSPECTS OF USE

Nowadays, digital technologies are actively used in all spheres of life, in particular, they serve the rapid development of the economy, banking, service sector, as well as the educational process. All citizens living in the country, including young children and pensioners, are forming the opinion that all problems in society can be solved through digital technologies. In addition, the robotization of production and management processes, for example in the banking sector, raises the issue of competition between robots and workers. With the undoubted benefit of digital technologies, issues related to ethical, personal data protection, legal aspects of competition between robots and employees of organizations are increasingly being considered.

In this regard, as the President of our country, Shavkat Mirziyoyev, stated, “To achieve development, it is necessary and necessary to acquire digital knowledge and modern information technologies. This gives us the opportunity to take the shortest path to ascension. After all, information technologies are deeply penetrating all areas of the world today. Of course, we know very well that the formation of the digital economy requires the necessary infrastructure, a lot of money and labor resources. However, no matter how difficult it is, if we don’t start today, when will we?! Tomorrow will be too late.”

It is possible to widely introduce digital technologies in state and community management, social sphere, increase efficiency, in a word, dramatically improve people’s lives. The digital economy is not only a type of activity, but also business, industrial facilities, quality education and services. The term “digital” refers to the active use of information technologies in all areas. If in the ordinary economy material goods are considered the main resource, in the digital economy it will be information and data that can be processed and transmitted. After their analysis, a solution for proper management is developed.

It is not surprising that the educational system today is absorbed by digital technologies, because it serves as a basis for serious analysis and pedagogical justification of many things that are offered in the information space today. It is also important that in recent years, no research has been conducted on the basis of any state project or survey on the problems of “digitalization” of education and its impact on its formation. At the same time, we can see the importance of the influence of the environment on the Internet system on the minds of young people in the reports of the government, modern mass media, pedagogical public discussions, researches of graduate students and researchers, as well as deputies. It should be noted that before we were limited to the implementation of digital technologies in all spheres, that is, industry, economy, banking and other spheres. Today, taking into account that the digital economy is rapidly developing, deputy heads of all areas of digital development are included in the position.

Activation in the direction of digitization is being carried out in all business structures. Today, digital technologies are “aggressive” in all areas, especially where economic benefits are found, and are being supported at all levels. The dynamics of the processes taking place in the economy require an active position of the educational community in the analysis and development of proposals for the development of higher education in the digital transformation of the economy.

What needs to be done to effectively use digital technologies in education while maintaining the quality of teaching?

– we should improve the Internet infrastructure in our country, increase the quality of services provided by mobile operators, and most importantly, create conditions and privileges for the population, especially students and young people, to master the latest achievements of modern information and communication technologies;

– expanding the scope of using digital technologies in the organization of the educational process and developing information resources, teaching tools and distance learning technologies, to involve creative students in digitization projects of the university and make suggestions to the competent authorities on making changes to the normative legal documents regulating the activities of higher education institutions, organization of centers, including structures equipped with high-performance digital devices, classrooms, laboratories, media studios, etc., and application of the experience gained there in all higher education institutions of Uzbekistan;

– ensuring the solid integration of modern information and communication technologies and educational technologies, creating additional conditions for the continuous development of the professional skills of pedagogues in this regard;

– organizing and conducting courses for improving the qualifications of teachers on topics such as the use of interactive presentation systems, the development of interactive and multimedia presentations in connection with the Internet for lectures and seminars;

– implementation of distance learning process at any time using real-time interactive presentation systems, video conference communication systems, virtual halls, electronic resources;

– the use of cloud technologies, virtual reality, augmented reality and the use of a 3D printer in the development of didactic materials and experimental designs, as well as, it is necessary to develop scientific websites for the application of digital didactics and digital education models, for teachers and students to discuss projects, theses, scientific research, etc. Only then will we be able to use digital technologies to provide students and young people with knowledge at the level of today’s demand without lowering the quality of education.

It should be noted separately that today our life is connected with techniques and technologies in every way, that is, the time from early in the morning until the end of planning and studying. We wanted to create an opportunity for beneficial use of technologies to improve and develop the quality of education. When the tablet becomes an element of education, children are more interested in the learning process. It is equivalent to combining classical education with play. As a result, the school will improve, assimilation, level of education and efficiency of personnel training will increase. An educated generation, professional personnel are the guarantee of the development of the society on a large scale.

In conclusion, today’s classrooms are very different from ten years ago, and classrooms are equipped with computers, iPads, tablets, smart boards, and other types of educational technology. As in other parts of the world, a seven-screen generation of the digital generation – television, computer, tablet, tablet, phablet, smartphone and smartwatch – is emerging in Uzbekistan. As a result of having such a dense digital environment and constant interaction with it, the thinking and information processing processes of today’s students are fundamentally different from the previous thinking and information processes. The digital generation cannot and should not be taught the way our parents learned. It is not possible to use blackboard and white chalk in teaching this generation. Changing the blackboard to white and the chalk to a marker doesn’t change anything, it’s not the way to motivate today’s students to learn and develop the skills to succeed in the job market. It is necessary to adapt the educational system to the digital generation through mass and effective use of innovative educational technologies and didactic models based on modern information and communication technologies. At the same time, it is necessary to actively use the approach based on research in the educational process, and with this, it is possible to develop the skills of students in scientific research and to form their creative abilities and creative thinking based on IT competence.

Information and communication technologies are not a solution to all problems in the education system, but a tool for making lectures and seminars informative and interactive for the digital generation. It should also be noted that teachers retain the main role in the interactive learning process focused on the needs of students.

Author: Madina Fayzullaeva

Master’s student in the field of “Management of educational institutions” in the faculty of Pedagogy of Chirchik State Pedagogical University in Uzbekistan

Desire

 Don't come near me, out of my mind
 I will not reveal my heart to you.
 You see, you come to my heart,
 I still can't go to you.

 A bird fell from the sky on my shoulder,
 You are the dark nights that haunt me.
 Just a dream in your mind,
 One day you will hurt your heart.

 The winds slap my face,
 If you miss me, don't come near me.
 Heartbreak is something that
 I still remember the feelings!

Nasimova Rukhshona is from the Samarkand region, Urgut district, Kenagas neighborhood. She is a 1st year student of Tashkent International University of Financial Management and Technologies
Faculty of Uzbek language and literature