Spremenjene pedagoške prakse z uporabo IKT

Brëcko, Barbara

doi:10.4312/as.22.4.43-56

Cited by 5 publications

(7 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Critical thinking, creativity, cooperation and problemsolving skills are crucial, and the use of technology is also an important link (Samida Cerk, 2021). ICT brings new opportunities for learning and teaching in a creative and rich learning environment to the school space, and this has led to the need for a transformation in education that enables active forms and methods of learning, integrated learning, selfreflection and self-evaluation (Brečko, 2016;Samida Cerk, 2021).…”

Section: Information and Communication Technology And Teachingmentioning

confidence: 99%

Teachers’ Views on the Integration of Information and Communication Technology in the Teaching of Slovene (First Language) in Primary School

Petek,

Prelovec

2024

INT J EDUC METHODOL

View full text Add to dashboard Cite

<p style="text-align:justify">Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.</p>

show abstract

Section: Information and Communication Technology And Teachingmentioning

confidence: 99%

Teachers’ Views on the Integration of Information and Communication Technology in the Teaching of Slovene (First Language) in Primary School

Petek,

Prelovec

2024

INT J EDUC METHODOL

View full text Add to dashboard Cite

show abstract

“…Podobno ugotavljajo dosedanje raziskave, ki so pokazale, da pozitiven odnos učiteljev do informacijsko-komunikacije tehnologije pozitivno vpliva na njeno integracijo v pedagoške prakse ter da je uporaba informacijsko-komunikacije tehnologije pri pouku v veliki meri odvisna od učiteljev samih oz. od njihovega poznavanja tehnologije in motivacije za njeno uporabo (Brečko 2016;Bullock 2004;Demirci 2009;Teo 2008). Učitelji, ki nimajo zadostnega oz.…”

Section: Stališča Učiteljev Ki Uporabljajo Dg Glede Njene Rabe Pri Po...unclassified

Vzgoja in izobraževanjemed preteklostjo in prihodnostjo / Upbringing and Education between the Past and the Future

2023

View full text Add to dashboard Cite

Pri načrtovanju vzgojno-izobraževalnih procesov se oziramo v preteklost in razmišljamo o prihodnosti. Vzgoja in izobraževanje se soočata z izzivi družbeno-ekonomskih razmer, vsakokratnih politik in predvidevanja usposobljenosti mladih po končanem šolanju. V pričujoči znanstveni monografiji osvetljujemo vzgojno-izobraževalne probleme v soočanju perspektiv preteklosti in prihodnosti. Sprašujemo se, kako sta bila, sta in bosta pojmovana vzgoja in izobraževanje za uspešno učenje in spodbujanje razvoja v hitro napredujočem tehnološkem svetu. Teoretske tradicije se gradijo v različnih pojmovnih okvirih, ki jim omogočajo opredelitev temeljnih smotrov in načel. Sobivanje disciplin v šolskem polju spodbuja plodno razpravo in nove poglede. S prispevki v monografiji raziskovalci problemski prostor odpirajo razpravi s predstavijo raziskovalnih problemov v luči preteklosti in prihodnosti. Monografija vsebuje poglobljene prispevke z različnih perspektiv in z različnimi teoretskimi podlagami, ki osvetljujejo mnogoterost šolskega polja, ravni vzgoje in izobraževanja, deležnike, procese, produkte in dosežke, ki sestavljajo izzive v raziskovanju v izobraževanju.Avtorji so prispevke predstavili v okviru področij izobraževanja in usposabljanja učiteljev, psihologije, specialnih didaktik ter vzgoje in izobraževanja učencev s posebnimi potrebami. Petra Dolenc obravnava rezilientnost v povezavi s pristopi k podpori le-te, saj je negovanje rezilientnosti in pozornosti ključno pri preprečevanju psihološke stiske ter izgorelosti učiteljev. Razvojni pogled na socialno-čustvene kompetence predstavlja Mateja Šepič; avtorica

show abstract

“…2015Liu idr. 2014;Nikolopoulou in Gialamas 2013) in tudi domačih (Brečko, 2016;Jesenek Bračko idr. 2013;Bratina 2012;Usar in Stritar 2013;Kreuh in Brečko 2011) prispevkov o vpeljevanju ter učinkih rabe IKT v procesu vzgoje in izobraževanja najdemo tudi strateške dokumente, ki podrobneje navajajo uvajanje IKT v slovenske vzgojno-izobraževalne institucije.…”

Section: Teoretični Delunclassified

Mnenja bodočih vzgojiteljic in vzgojiteljev o uporabi IKT v vrtcu

Gavriloski¹,

Vodopivec²,

Hmelak³

2022

Oblikovanje Inovativnih Učnih Okolij

View full text Add to dashboard Cite

Od bodoče vzgojiteljice in bodočega vzgojitelja se predvideva, da bo imel skladno z uveljavitvijo stopnje informacijske družbe razvite določene digitalne kompetence in bo s svojo digitalno pismenostjo znal kritično presojati o smiselni uporabi IKT v vrtcu. »Smernice za uporabo IKT v vrtcu« (Usar in Jerše 2016) sicer narekujejo, da naj bi strokovni delavci IKT uporabljali v skladu s svojim znanjem in z lastno presojo, a lahko odklonilen odnos do uporabe IKT v vrtcu omeji smiselno uporabo tudi v primerih, ko bi otroci z njo pridobili. V raziskavi nas je zanimalo, kakšna stališča imajo bodoči vzgojitelji o uporabi IKT v vrtcu. Rezultati kažejo, da respondenti nimajo negativnih stališč do te uporabe, pri čemer se ne izključuje možnost socialno zaželenih odgovorov. Potrebne so nadaljnje raziskave, s katerim bi validirali obstoječi vprašalnik in odgovorili na določena vprašanja.

show abstract

Spremenjene pedagoške prakse z uporabo IKT

Cited by 5 publications

References 8 publications

Teachers’ Views on the Integration of Information and Communication Technology in the Teaching of Slovene (First Language) in Primary School

Teachers’ Views on the Integration of Information and Communication Technology in the Teaching of Slovene (First Language) in Primary School

Vzgoja in izobraževanjemed preteklostjo in prihodnostjo / Upbringing and Education between the Past and the Future

Mnenja bodočih vzgojiteljic in vzgojiteljev o uporabi IKT v vrtcu

Contact Info

Product

Resources

About