magistrsko delo
Nika Prelovec (Avtor), Tomaž Petek (Mentor)

Povzetek

Informacijsko-komunikacijska tehnologija (IKT) predstavlja velik del našega vsakdana, vse pomembnejši pa je tudi njen vpliv na sistem vzgoje in izobraževanja. V šolstvo prinaša sodobne ucne pristope, oblike in metode ter z njimi nove možnosti za ucenje in poucevanje. Uporaba IKT pri pouku ucence motivira, omogoca sodelovanje, individualizacijo in diferenciacijo, interaktivnost, spodbuja ustvarjalnost in kriticno mišljenje, s tem pa ucenci razvijajo tudi digitalne zmožnosti in spretnosti, ki jih potrebujejo za življenje v 21. stoletju. Pri tem imajo zelo pomembno vlogo tudi ucitelji, saj so prav oni tisti, ki ucencem z uporabo IKT lahko omogocijo spodbudno ucno okolje. Ucni nacrti sicer stremijo k uporabi in vkljucevanju IKT v pouk, vendar morajo biti ucitelji za kakovostno delo z IKT tudi ustrezno strokovno opolnomoceni. Digitalna pismenost, ki je tudi del ucnega nacrta za slovenšcino, se povezuje z razvijanjem sporazumevalne zmožnosti. Pri pouku slovenšcine z uporabo IKT tako razvijamo tudi digitalne kompetence. Pojavljajo se razlicne polemike o vkljucevanju IKT v pouk slovenšcine, tako da kljub temu glavnih ciljev pouka slovenšcine ne zanemarimo. V magistrskem delu smo raziskovali, kakšno mnenje imajo razredni in predmetni ucitelji, ki poucujejo slovenšcino, o vkljucevanju IKT v pouk slovenšcine. Želeli smo ugotoviti, kako pogosto ucitelji vkljucujejo IKT v pouk, katere vrste IKT uporabljajo pri svojem delu, v katerem delu ucne ure je uporaba IKT najbolj razširjena, pri katerih ucnih oblikah najpogosteje uporabljajo IKT, kako zadovoljni so ucitelji z obstojeco razpoložljivostjo IKT naprav, orodij in e-gradiv, kako se pocutijo usposobljene za delo z IKT in kako so vkljucevali IKT v pouk med epidemijo covida-19. Zanimala nas je tudi morebitna razlika v uporabi IKT med ucitelji, ki poucujejo slovenšcino, in sicer v uporabi IKT glede na njihovo stopnjo poucevanja, starost in delovno dobo. Mnenja uciteljev smo raziskovali s kvantitativno raziskavo. Ugotovili smo, da ucitelji v pouk slovenšcine pogosto vkljucujejo IKT, in sicer za ponavljanje in utrjevanje ucne snovi ter pri obravnavni nove ucne snovi, poleg tega pa IKT najpogosteje uporabljajo prav pri frontalnih ucnih oblikah. Ucitelji najpogosteje uporabljajo LCD projektor, racunalnik, interaktivno tablo, e-delovne zvezke, zvocne posnetke, videoposnetke, spletne pravopisne in jezikovne prirocnike, orodja za izdelavo in urejanje elektronskih prosojnic, spletne strani ter orodja za izdelavo in urejanje besedil. Ugotovili smo, da so ucitelji srednje zadovoljni z razpoložljivimi IKT napravami, orodji in e-gradivi ter da se pocutijo srednje usposobljene za vkljucevanje IKT v pouk slovenšcine. Za izboljšanje njihovega poucevanja z IKT si želijo splošne predstavitve o ponudbi in uporabi gradiv in orodji, izobraževanj o izdelavi in uporabi interaktivnih gradiv ter izobraževanj o uporabi interaktivne table. Ucitelji so med epidemijo covida-19 slovenšcino poucevali z uporabo IKT, in sicer so z ucenci najpogosteje komunicirali prek videokonferenc, elektronske pošte ali spletne ucilnice, kot izhodišce za obravnavo nove ucne snovi so uporabljali videoposnetke, zvocne posnetke in slikovno gradivo, pogosto pa so v pouk vkljucevali tudi e-delovne zvezke. Ugotovili smo tudi, da se med ucitelji, ki poucujejo slovenšcino, ne pojavljajo statisticno pomembne razlike v uporabi IKT glede na njihovo stopnjo poucevanja, starost in delovno dobo. Z magistrskim delom želimo spodbuditi ucitelje slovenšcine k vkljucevanju IKT v pouk in dodatnemu usposabljanju na tem podrocju. Rezultati raziskave bodo pripomogli k nadaljnjemu razvoju didaktike slovenšcine in razširjenosti uporabe IKT pri pouku slovenšcine, saj bodo uciteljem v pomoc smernice za delo z IKT, ki smo jih oblikovali v ta namen.

Ključne besede

informacijsko-komunikacijska tehnologija (IKT);IKT v izobraževanju;slovenščina;osnovna šola;razredni učitelj;predmetni učitelj;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Prelovec]
UDK: 373.3(043.2)
COBISS: 162357507 Povezava se bo odprla v novem oknu
Št. ogledov: 60
Št. prenosov: 13
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Teachers' opinions on the integration of information and communication technology into Slovene language teaching
Sekundarni povzetek: Information and Communication Technology (ICT) represents a significant part of our daily lives, and its impact on the education system is becoming increasingly important. It brings modern teaching approaches, forms, and methods to education, along with new possibilities for learning and teaching. The use of ICT in the classroom not only motivates students but also enables collaboration, individualization, and differentiation. It promotes interactivity, stimulates creativity and critical thinking, and helps students develop digital abilities and skills needed for the 21st century. Teachers play a crucial role in creating an engaging learning environment through the use of ICT. While curriculum guidelines strive for the integration of ICT in education, it is essential for teachers to have the necessary professional competence to implement ICT effectively. Digital literacy, which is also part of the Slovenian learning curriculum, is closely linked to the development of communication skills. It is important for teachers to integrate ICT in Slovenian language teaching while ensuring that the primary objectives of language instruction are not overlooked. In our master's study, we investigated the opinions of class curriculum teachers (in the first and second educational period) and Slovene language teachers (in the second and third educational period) regarding the integration of ICT in Slovenian language teaching. Our objectives were to determine the frequency of ICT integration, types of ICT (devices, tools and e-materials) used, preferred teaching approaches for ICT usage, parts of lesson where ICT is incorporated, teachers’ contentment with the availability of ICT devices, tools, and e-materials, how ICT was incorporated in teaching during the Covid-19 coronavirus pandemic, teachers’ level of digital competences, and potential differences in ICT usage among Slovene language teachers based on teaching level, age, and work experience. We conducted a quantitative research study to gather the teachers' opinions. Our findings revealed that teachers frequently integrate ICT in Slovenian language teaching, most commonly during content review and when introducing new learning content. Frontal teaching approaches are most frequently used for ICT integration. Teachers most commonly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings, videos, online spelling and language resources, slide creation and editing tools, websites, as well as text creation and editing tools. Teachers expressed moderate contentment with the available ICT devices, tools, and e-materials and feel moderately competent in integrating ICT in Slovenian language teaching. To enhance their ICT-based teaching, teachers expressed a desire for general presentations on available materials and their usage, training on creating and utilizing interactive materials, and training on interactive whiteboard usage. During the Covid-19 coronavirus pandemic, the majority of teachers incorporated ICT in every Slovenian language lesson. They frequently communicated with students through video conferences, email, or online learning platforms. Videos, audio recordings, and visual materials were commonly used to introduce new content, along with the frequent use of e-workbooks. Additionally, our research indicated that there were no statistically significant differences in ICT usage among Slovenian language teachers based on teaching level, age, or work experience. Through our master's study, we aim to encourage Slovenian language teachers to integrate ICT in their teaching and pursue further training in this area. The research results will contribute to the ongoing development of Slovenian language didactics and the integration of ICT in Slovenian language teaching. The formulated guidelines for working with ICT will provide valuable assistance to teachers.
Sekundarne ključne besede: information and communication technology (ICT);ICT in education;Slovene language;primary school;class curriculum teachers;Slovene language teachers.;Osnovnošolsko izobraževanje;Informacijsko-komunikacijska tehnologija;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: 1 spletni vir (1 datoteka PDF (100 str.))
DOI: 20.500.12556/RUL-148543
ID: 19849269