Vpliv zaslonske tehnologije na bralno pismenost učencev

magistrsko delo

Nika Kozole (Author), Maja Kerneža (Mentor)

Abstract

V zadnjih letih vse več raziskav opozarja na upad bralne pismenosti pri otrocih, kar številni povezujejo z razširjeno uporabo zaslonskih tehnologij. Zasloni so postali nepogrešljiv del življenja otrok in mladostnikov. Otroci so že zgodaj izpostavljeni različnim oblikam zaslonov, kar odpira vprašanja o njihovem vplivu na razvoj bralne pismenosti. Namen magistrskega dela je raziskati povezavo med izpostavljenostjo zaslonskim tehnologijam in bralno pismenostjo učencev od 1. do 5. razreda osnovne šole. V raziskavi je bila uporabljena kombinacija kvantitativne in kvalitativne metode, pri čemer so bili podatki zbrani s preizkusom bralnega razumevanja za učence, anketnim vprašalnikom za starše in pol strukturiranimi intervjuji z učitelji in učenci. Rezultati kažejo določene trende, ki nakazujejo povezavo med pogostostjo in načinom uporabe zaslonov in uspešnostjo pri bralnih nalogah. Starši, ki dosledno omejujejo uporabo zaslonov otrokom, so dosegali višje rezultate, medtem ko so otroci z raznovrstno uporabo naprav dosegli nižjo raven bralne pismenosti. Večina učencev se zaveda, da zasloni vzamejo čas za branje, obenem pa poročajo o utrujenosti in slabši koncentraciji po dolgotrajni uporabi naprav. Učitelji poudarjajo pomen uravnotežene uporabe zaslonov in zgodnje spodbude k branju. Ugotovitve prispevajo k boljšemu razumevanju vplivov zaslonov in poudarjajo pomen celostnega pristopa k razvoju bralne pismenosti.

Keywords

magistrska dela;bralna pismenost;zaslonska tehnologija;učenci;bralno razumevanje;

Data

Language:	Slovenian
Year of publishing:	2025
Typology:	2.09 - Master's Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[N. Kozole]
UDC:	37.011.251:028:004(043.2)
COBISS:	247898371
Views:	0
Downloads:	4
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	The impact of screen-based techology on the reading literacy of young learners
Secondary abstract:	In recent years, an increasing number of studies have pointed to a decline in children's reading literacy, which many researchers link to the widespread use of screen-based technologies. Screens have become an integral part of the lives of children and adolescents. Children are exposed to various forms of screens from an early age, raising important questions about their impact on the development of reading literacy. The aim of this master's thesis was to investigate the relationship between exposure to screen technologies and the reading literacy of students from 1st to 5th grade of primary school. The research employed a combination of quantitative and qualitative methods, with data collected through a reading comprehension test for students, a parent questionnaire, and semi-structured interviews with teachers and students. Results reveal certain trends that suggest a connection between the frequency and manner of screen use and performance on reading tasks. Students whose parents consistently limit screen time achieved higher scores, while those with more varied and frequent use of devices demonstrated lower levels of reading literacy. Most students are aware that screen use reduces their time for reading, and they also report experiencing fatigue and decreased concentration after prolonged device use. Teachers emphasize the importance of balanced screen usage and early encouragement of reading. The findings contribute to a better understanding of the impact of screen exposure and highlight the need for a comprehensive approach to the development of reading literacy.
Secondary keywords:	master theses;reading literacy;screen tehnology;young learners;reading comprehension;Učenci;Branje;Pismenost;Bralno razumevanje;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 (XV, 168 str.))
ID:	26945546