Vpliv izobraževanja na daljavo na digitalno pismenost učiteljev in učencev

Abram, Blaž (avtor), Rugelj, Jože (mentor)

V magistrskem delu predstavljamo oblike in načine uporabe informacijsko-komunikacijske tehnologije (v nadaljevanju IKT) med osnovnošolskimi učitelji in računalnikarji ter njihov pogled na izobraževanje na daljavo. Osrednji cilj magistrskega dela je ugotoviti vplive izobraževanja na daljavo na digitalno pismenost učiteljev in učencev ter na uporabo IKT v osnovni šoli. Izobraževanje na daljavo je oblika izobraževanja, kjer sta učitelj in učenec prostorsko ločena, vsi elementi učnega procesa pa potekajo ob uporabi tehnologije. Učitelji so bili ob nastopu kriznih razmer, ki so se začele sredi marca 2020, in izobraževanju na daljavo primorani uporabljati tehnologijo pri svojem delu. Ker so si učitelji med seboj različni, je prav tako različen tudi njihov odnos do uporabe tehnologije pri pouku ter seveda njihova digitalna pismenost. V teoretičnem delu magistrskega dela smo definirali izobraževanje na daljavo, IKT, njeno uporabo v izobraževanju ter digitalno pismenost. Predstavili smo Evropski okvir digitalnih kompetenc izobraževalcev, ki izobraževalcem v državah Evropske unije pomaga tako pri ugotavljanju pridobljenih digitalnih kompetenc kot tudi pri izboljševanju rabe digitalnih tehnologij v izobraževanju. Poleg tega smo opisali pojem e-kompetentne šole, predstavili e-kompetentnega učitelja in opisali, kakšne kompetence naj bi takšen učitelj imel. Raziskali smo, kakšno je bilo stanje glede uporabe IKT pri poučevanju in učenju v osnovnih šolah v Sloveniji pred nastopom izobraževanja na daljavo ter predstavili primere dobre prakse digitalnega opismenjevanja učencev v osnovni šoli. V empiričnem delu magistrskega dela smo analizirali stanje glede pogostosti in načinov uporabe IKT med osnovnošolskimi učitelji, pridobili stališča učiteljev o njihovi digitalni pismenosti ter digitalni pismenosti učencev. Poleg tega smo v raziskavi želeli ugotoviti, kako so učitelji in računalnikarji doživljali izobraževanje na daljavo, s kakšnimi težavami so se pri tem spoprijemali ter katere (pozitivne) pridobitve tega načina dela bodo ohranili tudi po povratku v šole. V anketi je sodelovalo 67 učiteljic in učiteljev slovenskih osnovnih šol, ki so od marca 2020 dalje izvajali izobraževanje na daljavo, v okviru kvalitativne raziskave pa so bili izvedeni trije intervjuji z računalnikarji na slovenskih osnovnih šolah. Rezultati kažejo, da večina učiteljev uporablja IKT pri svojem delu, svojo digitalno pismenost pa ocenjujejo kot dobro, poleg tega pa navajajo, da se je njihova digitalna pismenost med izobraževanjem na daljavo izboljšala. Veseli me dejstvo, da bodo tri četrtine anketiranih tudi po zaključenem izobraževanju na daljavo uporabljale IKT pri svojem delu, v istem ali celo večjem obsegu. V okviru empiričnega dela magistrskega dela smo ugotovili tudi, da večina učiteljev in računalnikarjev podpira idejo o uvedbi računalništva kot obveznega predmeta v osnovni šoli.

• Jezik: Slovenski jezik
• Ključne besede: osnovna šola
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2021
• PID: 20.500.12556/RUL-128707
• COBISS.SI-ID: 71216387
• Datum objave v RUL: 16.08.2021

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Impact of distance education on the digital literacy of teachers and students

Izvleček

In the master’s thesis we present the forms and ways of using ICT among primary school teachers and computer scientists and their view on distance education. The main goal of the master's thesis is to determine the effects of distance education on the digital literacy of teachers and students and on the use of ICT in primary school. Distance learning is a form of education where the teacher and the student are physically separated, and all elements of the learning process take place using technology. Because of the crisis that began in mid-March 2020 and distance learning, teachers were forced to use technology in their work. Because teachers are different from each other, their attitude towards the use of technology and digital literacy also differentiate in the classroom. In the theoretical part of the master's thesis, we defined distance education, information and communication technology, its use in education and digital literacy. We presented the European Framework for the Digital Competence of Educators, which helps educators in the countries of the European Union to identify acquired digital competencies, and also helps to improve the use of digital technologies in education. In addition, we also described the concept of an e-competent school and presented an e-competent teacher and described what competencies such a teacher should have. We researched the situation regarding the use of ICT in teaching and learning in primary schools in Slovenia before distance education and presented examples of good practice in digital literacy of primary school students. In the empirical part of the master's thesis, we analysed the situation regarding the frequency and methods of using ICT among primary school teachers and obtained the views of teachers on their digital literacy and digital literacy of students. In addition, we wanted to find out how teachers and computer scientists experienced distance learning, what problems they faced and what have this way of working brought them to such an extent that they will maintain it even after returning to school. The survey involved 67 teachers of Slovenian primary schools who have been implementing distance education since March 2020. As part of a qualitative survey, three interviews were implemented with computer scientists in Slovenian primary schools. The results show that most teachers use ICT in their work and rate their digital literacy as good, and also state that their digital literacy has improved during distance learning. It is gratifying that three quarters of respondents will use ICT in their work to the same or even greater extent after completing distance education. Within the empirical part of the master's thesis, we also found that most teachers and computer scientists support the idea of introducing computer science as a compulsory subject in primary school.

• Ključne besede: primary school