20.500.12556/DKUM-78153 IKT v šoli in doma ICT in school and at home Novodobne tehnologije in mediji se kažejo v vseh sferah našega življenja. Dostopnost informacijskih in komunikacijskih tehnologij (IKT) je postala norma, ki nakazuje napredek in razvitost določene družbe. IKT se je iz domačega udobja preselila tudi v šolski prostor. V šoli ima IKT pozitivne in negativne učinke. Pozitivni učinki so, da IKT dviguje motivacijo učencev, omogoča lažji dostop do informacij in je podpora sodobnim pristopom v poučevanju. IKT tudi olajša poučevanje otrok s posebnimi potrebami ter omogoči učitelju, da se lažje približa učencem z različnimi učnimi stili. Negativni učinki pa so, da IKT ne more nadomestiti učitelja, saj ni sposobna empatije in odzivanja na trenutno učno strategijo, ter se ne more prilagoditi trenutnemu ozračju v razredu. Prav tako se ne odzove na konkretne učne, vedenjske in osebne težave, ki se pojavijo pri posamezniku ali pri celotnem razredu, medtem ko se učitelj lahko. V raziskavi nas je zanimala uporaba štirih IKT-naprav – mobilni telefon, tablični računalnik, računalnik in televizija – pri učencih tretjega vzgojno-izobraževalnega obdobja z območja, ki ga pokriva Zavod RS za šolstvo Slovenije, OE Maribor. Podatke smo zbirali s pomočjo anketnega vprašalnika. Odgovorili smo na vsa raziskovalna vprašanja in potrdili ali delno potrdili vse zastavljene hipoteze. Modern technologies and media are reflected in all spheres of our lives. The availability of information and communication technologies (ICT) has become the norm, showing the progress and development of certain societies. ICT has also moved from the comfort of home to the school space. ICT has positive and negative effects in school. The positive effects are that ICT encourages teacher motivation, facilitates access to information and supports modern approaches to teaching. ICT also facilitates the teaching of children with special needs and enables teachers to approach pupils with different learning styles. The negative effects are that ICT will not replace the teacher, as ICT is not able to empathize and respond to the current learning strategy and will not adapt to the current classroom atmosphere. It also does not respond to specific learning, behavioural, and personal problems that occur in an individual or the entire class, insofar as the teacher can. In the research, we were interested in the use of four ICT devices - mobile phone, tablet, computer and television in pupils of the third educational period from the area covered by the Slovenian Education Institute PE Maribor. Data were collected using a questionnaire. We answered each research question and confirmed or partially confirmed all the hypotheses set. Informacijsko-komunikacijska tehnologija šola IKT-naprave učinki IKT-ja na izobraževanje Information and communication technology school ICT devices effects of ICT on education true true false [M. Duh] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2020-11-05 13:58:34 2021-02-18 09:20:28 2022-08-09 17:38:46 2021-02-19 03:29:00 2020 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.64:004(043.2) 51918083 URN:SI:UM:DK:TFMIFXQG MAG_Duh_Marusa_2020.pdf MAG_Duh_Marusa_2020.pdf 1 52B70DF0B4C2595EE3BD4F95AEB2276B eda3435e1b02a594ac5f0be9cccf5c87063846093b2cb6e026d602d92fdcf0a4 068bb4b3-7c12-11eb-bb7a-00155d0001ca 20.500.12556/dkum/a7398703-a511-4510-8ac7-f5c3952c13d5 https://dk.um.si/Dokument.php?lang=slv&id=147807 Filozofska fakulteta 0 0 0