Fenomen »digitalne vzgoje« s perspektive osnovnošolskih učiteljev

Sajko, Maša (author), Oblak Črnič, Tanja (mentor)

V tej analizi sem raziskovala značilnosti slovenskega šolskega sistema na področju digitalne vzgoje oziroma uporabe informacijsko-komunikacijskih tehnologij, in sicer z vidika osnovnošolskih učiteljev. Z analizo učnih načrtov sem ugotavljala stopnjo vključenosti in prisotnosti vidika digitalne pismenosti v obvezne smernice za učitelje, v drugem delu empirične raziskave pa z vprašalnikom področja digitalnih kompetenc, uporabe, odnosa, podpore in izobraževanja na področju poučevanja s tehnologijami na vzorcu 83 učiteljev iz podravske regije. Vidik digitalne pismenosti v 32 analiziranih učnih načrtih je v vseh načrtih vključen le v kategoriji didaktičnih priporočil, najpogostejše oblike se nanašajo na iskanje informacij in predstavljanje informacij, med vidiki digitalnih kompetenc prevladuje sicer poudarek na pomembnosti področja in izbiri učiteljevih metod. Presenetljivo analiza ne odkriva poudarka na pomembnosti etike uporabe tehnologij in spleta, varnosti in predvsem odgovornosti do vsebin, kar je aktualno predvsem danes. Analiza vprašalnikov kaže na visok delež uporabe tehnologije med učitelji ter samostojno uporabo tehnologij, pozitiven vpliv podpore in izobraževanja na pogostost rabe ter izražanje pomembnosti uporabe tehnologije pri pouku in delu učitelja pri vseh skupinah učiteljev, ne glede na njihove digitalne kompetence. Na podlagi analize menim, da je šolski sistem v smislu digitalne vzgoje pripravljen na področju infrastrukture, podpore na področju tehnologije in izobraževanj za učitelje, manjka pa smer v praksi, ki je vsebinska in vezana na didaktično usmerjeno izobraževanje s tehnologijami ter vključena v zgodnje izobraževanje študentov pedagogike.

• Language: Slovenian
• Keywords: Digitalna vzgoja, osnovna šola, digitalne kompetence, digitalne tehnologije, IKT.
• Work type: Master's thesis/paper
• Organization: FDV - Faculty of Social Sciences
• Year: 2018
• PID: 20.500.12556/RUL-101732
• COBISS.SI-ID: 35697757
• Publication date in RUL: 30.06.2018

Secondary language

• Language: English
• Title: »Digital Education« Phenomenon as Seen By Primary School Teachers

Abstract

In the analysis I researched for characteristics of Slovenian educational system in the area of digital education and the use of information communication technologies as seen by primary school teachers. I established the level of integration and occurrence of digital literacy in mandatory guidelines for teachers by using the method of curriculum analysis; in the second part of research I established the field of digital competences, use, relations, support and education in the field of teaching with technologies with 83 teachers from Podravje region by using questionnaire survey. The aspect of digital literacy in 32 analyzed curriculums is incorporated only in the category of educational recommendations, most frequent forms being inquiry and presentation of information; the importance of selected areas and choice of teacher’s methods are dominating among described aspects of digital competences. It is interesting that analysis does not provide current importance of ethics of using technology and web, security and most of all responsibility for contents. It reflects high percentage of independent technology use among teachers, positive impact of support and education on frequency of usage and expressing the importance of using technologies in the classroom among all groups of teachers irrespective of their digital competences. Based on analysis I believe that in terms of digital education our school system is prepared in the area of infrastructures, in supporting technologies and education for teachers; however, it lacks the tendency in practical training that is content related, connected to educational training with digital technologies and incorporated in the early education of pedagogy students.

• Keywords: Digital education, primary school, digital competences, digital technologies, ICT.