Digitalne kompetence učiteljev in profesorjev izbranih osnovnih in srednjih šol v Novem mestu in okolici

Dragovan, Tina (avtor), Radovan, Marko (mentor)

Naslov: Pedagoške digitalne kompetence učiteljev in profesorjev osnovnih in srednjih šol v Novem mestu in okolici. Po mnenju številnih avtorjev so bila zadnja leta v razvoju izobraževanja v znamenju paradigmatskega premika, in sicer od paradigme množičnega proizvajanja, k paradigmi znanja, učenja in ustvarjalnosti, v kateri je eden ključnih dejavnikov in vse bolj v ospredju, informacijsko komunikacijska tehnologija (v nadaljevanju IKT). Razvoj te je bistveno vplival na številna področja človekovega življenja. Vplival je na gospodarski razvoj držav, ekonomijo, zabavno industrijo, komunikacijo in na izobraževanje, s tem pa na učitelje in njihov način poučevanja. V teoretičnem delu magistrske naloge smo izpostavili definicije različnih teoretikov, ki opredeljujejo pojem IKT, umestili IKT in njen pomen v življenje posameznika in današnjo družbo. Podrobno smo predstavili njeno vlogo v izobraževanju in profesionalnem življenju učiteljev in profesorjev. V nadaljevanju smo opredelili pojma kompetence in digitalne kompetence in slednjega s pomočjo okvirja digitalnih kompetenc podrobno razložili. Osredotočili smo se tudi na lastnosti pedagoške digitalne kompetence, ki jih učitelji potrebujejo za učenje in poučevanje in na koncu podrobneje predstavili nekaj instrumentov za ugotavljanje stopnje digitalne kompetence. V empiričnem delu magistrske naloge pa smo raziskovali, kako različni dejavniki vplivajo na različna področja digitalne pedagoške kompetence. Zanimalo nas je kako na digitalno pedagoško kompetenco na spol, starost in leta poučevanja na šoli, podpornost šolskega okolja do vključevanja IKT v pouk, vrsta šole, kjer poučujejo (osnovna šola, gimnazija ter srednja strokovna in poklicna šola), število izobraževanj, povezanih z IKT, ki so se jih udeležili v času poučevanja in glede na razred oziroma starostno skupino otrok, ki jo poučujejo.

• Jezik: Slovenski jezik
• Ključne besede: Informacijsko komunikacijska tehnologija, digitalne kompetence, pedagoške digitalne kompetence, izobraževanje, okviri digitalnih kompetenc.
• Vrsta gradiva: Magistrsko delo/naloga
• Organizacija: FF - Filozofska fakulteta
• Leto izida: 2019
• PID: 20.500.12556/RUL-111927
• Datum objave v RUL: 17.10.2019

DRAGOVAN, Tina, 2019, Digitalne kompetence učiteljev in profesorjev izbranih osnovnih in srednjih šol v Novem mestu in okolici [na spletu]. Magistrsko delo. [Dostopano 26 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=111927

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Pedagogical Digital Competences of Teachers and Professors of selected Elementary and Secondary Schools in Novo mesto and suburs

Izvleček

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.

• Ključne besede: Information and communication technology, digital competence, pedagogical digital competence, education, digital competence framework.