Evalvacija E-um gradiv

Alenka Lipovec (Author), Irena Kosi-Ulbl (Author)

Abstract

V prispevku predstavljamo empirične dokaze o kvaliteti gradiv, ki so jih podali uporabniki. Dodatno smo empirično raziskovali vpliv avtorstva E-um gradiv na matematično, didaktično in seveda tudi računalniško znanje avtorjev.Pridobljena mnenja uporabnikov, tako dijakov kot učiteljev, so pozitivna. Preizkus matematičnega znanja dijakov kaže visok nivo matematičnega znanja, pridobljenega v virtualnem okolju, kljub temu pa pri dijakih še vedno opažamo močno odvisnost od učitelja kot posredovalca znanja. Učitelji razredne stopnje dojemajo E-um portal kot zbirko "računalniških igric", kar je v duhu raziskav s področja izobraževalne tehnologije na nižjih stopnjah treba interpretirati kot pozitivno. Rezultati kažejo, da zmanjšan nivo (računalniške) pismenosti ne predstavlja večjih težav pri uporabi E-um gradiv na primarni stopnji izobraževanja. Interaktivna omrežna učna gradiva običajno nastajajo v soavtorstvu. Učitelj zapiše scenarij, ki ga v virtualno okolje prelije računalnikar. Trdimo, da bi avtor moral biti en sam, in sicer bi moral učitelj pridobiti dodatna znanja računalništva. Le tako lahko avtor gradivo nenehno nadgrajuje in prilagaja trenutnim potrebam v razredu. Projekt E-um dokazuje, da je tak princip izvedljiv .

Keywords

vzgoja in izobraževanje;e-izobraževanje;matematika;pouk matematike;interaktivnost;e-gradiva;interaktivna e-gradiva;izobraževalna tehnologija;evalvacija;

Data

Language:	Slovenian
Year of publishing:	2008
Typology:	1.08 - Published Scientific Conference Contribution
Organization:	UM PEF - Faculty of Education
UDC:	371.217:004.031.42
COBISS:	15989768
Views:	2641
Downloads:	63
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Evaluation of the E-um resources
Secondary abstract:	Evaluation of the E-um resources is presented. Opinions of students and teachers are analyzed. Gathered empirical data support the hypothesis that authorship positively affects the author-teacher's knowledge about technology and pedagogical content. Students and teachers have evaluated E-um extremely positively. Testing students' maths knowledge has proved that students achieve high results when learning maths in virtual environment, but there is still too strong student's dependence on teacher as the provider of knowledge. Teacher at elementary school comprehend E-um as a portal with collection of computer games which could be understood as positive at this educational level. It seems that a lack of (computer) literacy would not cause a problem in using E-um resources at elementary level. Interactive web based learning resources are usually prepared in cooperation of at least two persons, a teacher who provides the content and a computer specialist who enables the content to work in a virtual learning environment. The paper argues about the thesis that the author of such materials should be a teacher who should gain the knowledge how to for make e-materials independently. This could enable teachers to continually improve complete and adapt the resources to the present needs in the classroom. E-um project proves that such principles could be carried out.
Secondary keywords:	education;e-education;mathematics;mathematics lessons;educational technology;e-resources;interactive e-resources;evaluation;
URN:	URN:SI:UM:
Pages:	Str. 342-346
ID:	8724024