Računalniška pismenost in koncept lastnega ocenjevanja znanja učencev prilagojenega programa z nižjim izobrazbenim standardom

Gartner, Valentina (author), Rugelj, Jože (mentor), Jerman, Janez (co-mentor)

Računalniška pismenost je poleg drugih vrst pismenosti (funkcionalna, digitalna, informacijska …) v današnjem času zelo pomembna, saj je računalnik nekaj vsakdanjega in uporabnega, zato ga moramo znati uporabljati za različne namene. Raziskave so pokazale, da na računalniško in informacijsko pismenost učencev vplivajo različni dejavniki, kot so socialno-ekonomski status, spol, predhodna izkušnja učencev z uporabo računalnikov, pogostost uporabe računalnika, število doma dostopnih knjig in izobrazba staršev. V raziskavi nas je zanimalo, kakšna je računalniška pismenost učencev, ki obiskujejo prilagojen program z nižjim izobrazbenim standardom, in kakšna je njihova samoocena tega znanja, saj v Sloveniji še ni bilo izvedene raziskave s tega področja. S pomočjo prilagojenih vprašalnikov smo anketirali 88 učencev, prav toliko učencev je opravilo praktični preizkus znanja. Ugotovili smo, da večina testiranih učencev dosega osnovno raven računalniške pismenosti na področju urejanja besedil in da samo manjšina testiranih učencev dosega višjo raven na področju spletne komunikacije. Hipoteze, ki pravi, da manj kot polovica testiranih učencev dosega višjo raven računalniške pismenosti na področju urejanja besedil, nismo mogli potrditi. Zavrnili smo hipotezo, da večina testiranih učencev dosega osnovno raven računalniške pismenosti na področju spletne komunikacije. Sprejeli smo hipotezi, ki pravita, da obstajajo statistično pomembne razlike med samooceno znanja učencev in ocenjenim znanjem ter da ni statistično pomembnih razlik med samooceno znanja učenk in samooceno znanja učencev na področju računalniške pismenosti. Hipotezo, da obstajajo statistično pomembne razlike med znanjem učenk in znanjem učencev glede računalniške pismenosti, smo zavrnili. S pomočjo izdelanega vprašalnika in testa znanja lahko učitelji sooblikujejo individualiziran program za posameznega učenca na področju računalniške pismenosti, odkrijejo šibka in močna področja učenca in nadgradijo njegovo znanje. Učenci pridobijo povratno informacijo o tem, koliko menijo, da znajo, in o tem, koliko res znajo. Povratna informacija učencu in njegovo realno samoocenjeno znanje na področju računalniške pismenosti sta primerni osnovi za širitev e-kompetenc.

• Language: Slovenian
• Keywords: računalniška pismenost
• Work type: Master's thesis
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-85760
• COBISS.SI-ID: 11178825
• Publication date in RUL: 20.09.2017

Secondary language

• Language: English
• Title: Computer literacy and the concept of self-assessment of students` knowledge in the modified education curriculum with lower educational standards

Abstract

Along with other types of literacy (functional, digital, informational etc.), computer literacy has been proved to be extremely important in the time when computer has become an essential part of everyday life. Therefore, we are increasingly forced to develop a competence to use computer in different situations and for a wide variety of purposes. Researches have shown that computer literacy in students is influenced by numerous factors such as social and economic status, gender, experience with and the frequency of computer use, parents’ education and how well-stocked a particular family library is. The aim of our research was to find the level of computer literacy in children with special needs attending schools with modified education curriculum and lower education standards. Our next aim was to develop relevant computer knowledge self-assessment. Ours is the first research of this kind ever conducted in Slovenia. Eighty-eight students were asked to answer an ability-adjusted questionnaire and the same number of students took a practical knowledge test. Our findings show that the majority of the respondents reach a basic level of computer literacy in word processing and a minority reach a higher level in online communication. The hypothesis that the minority of the respondents reach a higher level of computer literacy in word processing has not been confirmed. The hypothesis that the majority of respondents reach a basic level of computer literacy in online communication has been rejected. We have accepted two hypotheses: the first one predicting that there is a statistically significant difference between students’ self-assessment and their assessed knowledge and the second one being that there is no statistically significant difference in computer literacy self-assessment between girls and boys. The hypothesis that there is statistically significant difference in knowledge between boys and girls has been rejected. With help of the questionnaire and the knowledge test teachers can implement an individualised programme of computer literacy for every single student and thus discover a student’s weak and strong points and upgrade their knowledge. Students receive feedback on their self-assessment and their actual knowledge. Relevant feedback and standardised knowledge assessment of computer literacy form a basis for development of e-competence.

• Keywords: computer literacy