20.500.12556/RUL-105277 Digitalne kompetence učiteljev in uporaba IKT Teachers,digital competences and use of ICT V 21. stoletju se težko izognemo spremembam, ki jih je v naša življenja prinesel tehnološki napredek. Novosti srečujemo na vsakem koraku, tudi v poklicnem življenju in učitelji pri tem niso nobena izjema. Prej nasprotno. Učenci so doma in v šoli obkroženi s številnimi pripomočki, ki jim olajšajo proces učenja, učiteljem pa se širi nabor orodij, s katerimi lahko popestrijo svoje dela ali z njimi povečajo učinkovitost. Spremembe torej trkajo na vrata in kljub temu da učni načrti ne postajajo nič manj obširni, učenci nič bolj krotki, dan pa ima še vedno 24 ur, morajo učitelji pri svojem delu najti čas tudi za spoznavanje in načrtovanje vpeljave tehnoloških novosti v zbornice in razrede. V učenju in vpeljavi so različno uspešni. Na uspešnost vpliva mnogo dejavnikov, od notranjih, kot so učiteljeva prepričanja in odnos do tehnologije, do zunanjih, kot so pritiski ali spodbude. Z raziskavo smo ugotovili, da učiteljem motivacije zagotovo ne primanjkuje, potrebujejo pa več podpore in sodelovanja. V podporo jim je lahko tudi evropsko ogrodje digitalnih kompetenc učiteljev, ki je predstavljeno v magistrski nalogi, in za lažjo predstavo razdeli digitalne kompetence učiteljev na sklope. Ob tem pa učitelji lahko bolj sistematično pristopijo k novim izzivom. In the 21st century, it is difficult to avoid the changes brought about by technological advances in our lives. Novelties are encountered at every step we take, even in professional life, and teachers are no exception. On the contrary. At home and at school students are surrounded by many tools that make learning easier. A set of tools that can enhance teachers' work or increase efficiency is expanding. The changes are thus knocking on the door. And although the curriculum does not become less extensive, the students are no more meek, the day still lasts 24 hours, the teachers must find time to learn about and plan the introduction of technological innovations in classes. They are more or less successful in learning and implementation. Performance is affected by many factors, from internal ones, such as teacher's beliefs and attitudes to technology, to external factors such as pressures or incentives. The research found that teachers are not lacking in motivation, but they need more support and cooperation. The European framework for digital competencies for teachers, which is presented in the master's thesis, can also be used as support for them. To ease the presentation, framework divides the digital competencies of teachers into sets. It allows teachers to approach new challenges in a more systematical way. uporaba IKT kompetence IKT digitalne kompetence poučevanje učenje kognitivni stili učni stili. use of ICT ICT competences digital competences teaching learning cognitive styles learning styles. true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2018-11-19 12:10:03 2018-11-19 12:10:08 2022-08-18 03:43:25 0000-00-00 00:00:00 2018 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 21148 Bozic_Sanja_-_Digitalne_kompetence_uciteljev_in_uporaba_IKT.pdf Bozic_Sanja_-_Digitalne_kompetence_uciteljev_in_uporaba_IKT.pdf 1 D3F3F5DD3D06ACB10E2301877D7E6AF0 97692355a8435287f58e15e62870a959060b6d20546c8fffea951b46edf31297 283bf600-a1b6-11eb-a523-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=115903 Fakulteta za računalništvo in informatiko 0 0 0