Stališča učiteljev do vključevanja digitalnega opismenjevanja v pouk na razredni stopnji

magistrsko delo

Anja Senekovič (Author), Kosta Dolenc (Mentor)

Abstract

Razvoj tehnologije v zadnjem desetletju je močno zaznamoval tudi izobraževanje, zaradi česar je izjemno pomembno postalo digitalno opismenjevanje. V teoretičnem delu magistrskega dela smo predstavili ključne kompetence za vseživljenjsko učenje ter podrobneje opredelili informacijsko in digitalno pismenost. Opisali smo oblike in načine vključevanja IKT in digitalnega opismenjevanja v osnovnih šolah, pojasnili njihove prednosti in pomanjkljivosti, navedli nekaj smernic za uvajanje IKT v pouk in na koncu predstavili tudi nekaj pomembnejših projektov s tega področja v izobraževanju. V empiričnem delu smo predstavili rezultate raziskave, ki smo jo opravili s pomočjo spletnega anketnega vprašalnika, in zbrali podatke na vzorcu 145 učiteljev razredne stopnje v osnovnih šolah. Želeli smo ugotoviti, ali učitelji vključujejo digitalno opismenjevanje v pouk na razredni stopnji osnovne šole, kako pogosto ter katere vsebine posredujejo učencem. Prav tako smo preverjali stališča in pričakovanja učiteljev do digitalnega opismenjevanja učencev in uporabe IKT pri pouku, in ali se učitelji opredeljujejo kot strokovno dovolj usposobljene za to področje.

Keywords

magistrska dela;digitalna pismenost;digitalna kompetenca;digitalna tehnologija;stališča učiteljev;

Data

Language:	Slovenian
Year of publishing:	2023
Typology:	2.09 - Master's Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[A. Senekovič]
UDC:	37.091.3:004(043.2)
COBISS:	162836227
Views:	13
Downloads:	3
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Teachers' views on the integration of digital literacy in elementary level
Secondary abstract:	In the last few years, the development of technology has strongly influenced education and therefore training in digital literacy has become vitally important. In the theoretical part of my Master thesis, we have presented the key competences for lifelong learning as well as elaborately defined both information and digital literacy. We have described forms and methods of integrating ICT (Information and Communication Technology) and training in digital literacy into primary schools and explained their advantages and disadvantages. Moreover, some guidelines for introducing ICT into educational process have been given and finally some most important projects from this field of education have been presented. In the empirical part, we have presented the results of the research based on online questionnaire, involving 145 elementary school teachers. The aim of this research was to find out whether elementary school teachers include training in computer literacy into the teaching process as well as how often and which contents are in fact provide to students. Furthermore, teachers' attitude and their expectations regarding training in digital literacy and the use of ICT in education have been examined. We have also been interested to what extent and, if at all, teachers consider themselves as sufficiently skilled and digitally literate.
Secondary keywords:	master theses;digital literacy;digital competence;digital technology;teachers' views;Vzgoja in izobraževanje;Informacijsko-komunikacijska tehnologija;Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	1 spletni vir (1 datoteka PDF (XII, 100 str.))
ID:	19571500