In this master's thesis, I looked into the attitudes of professionals towards digital literacy in general and its inclusion in kindergarten. The theoretical part is based on the study of domestic and foreign scientific and professional literature in the field of digital technology. I have defined its meaning and the way of inclusion in educational institutions. I focused on the digital literacy of educators and presented important findings of Slovenian and foreign research. In the empirical part of the research, I tried to find out how professionals assess their own competence in digital technology, what challenges they face and in which areas they already include it in their work. I was mainly focused in their standpoints and attitude towards the inclusion of digital resources in educational work, especially in activities with children. I used a qualitative approach and obtained data through a semi-structured interview for educators. I assume that the findings will contribute to a greater insight into the state of and attitude towards digital resources in kindergartens and the possible creation of guidelines for the use of digital technology in kindergartens and thus a contribution to the profession.
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