This master's thesis addresses the use of digital technology in the school environment, particularly in the classroom. The literature on the impact of digital technology use on children's development is examined. Based on this, guidelines for the introduction of digital technology in the classroom are compiled, which teachers should follow in order to achieve positive outcome in children regarding the media use and it's impact. Furthermore, the current level of knowledge and digital competences of teachers, the structure of curricula for the use of digital technologies and the provision of schools with necessary, high-quality teaching materials are presented. Examples of the integration of digital technologies in the teaching of grades 5 to 1 are also collected. Finally, the importance of education in preparing children and young people for life in the digital age is highlighted.
Neuroscience evidence shows that the effects of digital technology use on the brain are quite aggressive. One can not say that digital technology only affects certain centres of the brain, because that is not how the brain works. It is always about the connection between different areas of the brain, called neural networks. Consequently, if digital technology affects certain functions, it also affects others, because the areas of the brain are interconnected in a very complex way. Neuroscience research shows that the effects of excessive, uncontrolled use of digital technology are felt most clearly in the areas of attention control, memory and language skills - the foundations of learning.
The field of neuroscience as it relates to the effects of digital technology on the development of children's brain is unfortunately not well understood by the general public, and in particular by the educational professions. This is reflected in teachers' lack of knowledge in this area, inadequately developed curricula, and thoughtless use of various tools. In practise, we can observe the unsystematic introduction of digital technology into the teaching process throughout the primary school vertical, which is the result of poorly conceived curricula in this area and the lack of guidelines and recommendations that should be based on the evidence about children's development in relation to the impact of digital technology. This is a necessary foundation for any quality introduction of digital technology into the teaching process, without which reforms in this area are impossible. In general, there is a lack of such guidelines, both in terms of how teachers should introduce digital technologies and how children should use the tools, applications, and programmes themselves. We therefore see great value in collaboration between the neurosciences and educational professions (which currently tends to be lacking) to ensure that the direction of the school system in the digital age truly benefits child and adolescent development.
Schools have such an important role to play because they must provide for the total development of the child, which includes educational formation. Through what the school represents in all its forms, it takes a systemic position on the values it upholds and the direction it takes in educating children and youth. In doing so, we recognise that all values and important abilities are grounded in the child as an individual and that it is necessary to strengthen these individual qualities while also finding common ground with others and thus promoting the value of community – these are not mutually exclusive, but, on the contrary, are in harmony with each other.
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