In the curricula of elementary schools, goals and contents are designed to include digital literacy. The bachelor’s thesis examines different ways of developing the digital literacy of elementary school children in Slovenia and how teachers cope with the placement of information and communication technologies in compulsory subjects. Based on focus groups and in-depth interviews, it was established that knowledge in this area is quite heterogeneous among students and they use different resources to develop digital competences. At the same time, the teaching and introduction of information and communication technologies presents a challenge to teachers who, at their discretion, adhere to guidelines and recommendations. It was also established that not all subjects are implemented in all schools, which indicates the need for meaningful transformation of the introduction of the aforementioned subjects into general subjects.
|
