TITLE: Pedagogical digital competences of elementary and secondary school teachers and professors in Novo mesto and its surroundings.
Many authors believe that the last years of educational development have been marked by a paradigm shift, namely from the paradigm of mass production, to the paradigm of knowledge, learning and creativity in which one of the key factors that is also becoming more prominent is information and communication technology (further in the text ICT). Its development has influenced many areas of the human life. It has influenced the economic development of countries, economy, show business, communication and education and through it has also made an impact on the learning process and the way of teaching.
In the theoretical part of the thesis, we have exposed the definition of different theorists that define the term ICT, we have placed ICT and its meaning in the lives of individuals and in today’s society. We made a detailed presentation of its role in education and the professional lives of teachers and professors. Furthermore, we have defined the term competence and digital competence and explained the latter in detail with the help of the framework of digital competence. We also focused on the features of pedagogical digital competence that teachers need for learning and teaching and in the end we presented in detail some of the tools for discovering levels of digital competence.
In the empirical part of the thesis, we made a research on how different factors influence different fields of digital pedagogical competence. We were interested in finding out how digital competence is influenced by gender, age and number of years teaching in schools, schools’ support in including ICT in the curriculum, the type of school (primary school, gymnasium, vocational school and professional school), the number of training programs regarding ICT that teachers took during their time of teaching and the grade or age group they are teaching.
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