20.500.12556/DKUM-81055 Strah pred uvedbo tehnologij in šolanje na daljavo v času epidemije Fear of the introduction of technologies and distance education in epidemic Razglasitve pandemije COVID-19 je prinesla številne spremembe na delovnih mestih, še posebej v šolstvu. Po razglasitvi pandemije so vlade celega sveta, vključno s Slovenijo, predlagale preusmeritev izobraževanja iz klasičnega v izobraževanje na daljavo. Izobraževanje na daljavo je zahtevalo večjo uporabo informacijsko-komunikacijske tehnologije (IKT), za katero so učenci, učitelji ter ravnatelji bolj ali manj uposobljeni. Učitelji so morali preusmeriti oziroma prilagotiti svoj način poučevanja. Ena od prilagoditev je bila uporaba IKT. Predvidevamo, da vsi učitelji niso enako digitalno pismeni in zato so nekateri v času zaprtja šol doživeli tehnostres. Kaj je tehnostres in stres na delovnem mestu smo opisali v teoretičnem delu magistrskega dela. V teoretičnem delu smo opisali tudi klasično izobraževanje in izobraževanje na daljavo, njune prednosti in slabosti ter značilnosti. V empiričnem delu smo analizirali že obstoječo razikavo. Zanimalo nas je, kako so se učitelji, učenci ter ravnatelji znašli v času zaprtja šol. Še posebej nas je zanimalo, če je bilo izobraževanje na daljavo bolj zahtevno in stresno. Na podlagi analize rezultatov že obstoječe razikave smo ugotovili, da izobraževanje na daljavo je bilo za učitelje in za učence bolj stresno in zahtevno. Ravnatelji pa so se v novonastali situaciji bolje znašli, saj so trdili, da so delali z istim tempom in samo po nekoliko prilagojenem urniku. The proclamation of the COVID-19 pandemic brought changes in school jobs. Following the declaration of a pandemic, governments around the world, including Slovenia, proposed to shift education from traditional to distance education. Distance education required greater use of information and communication technologies (ICT), for which students, teachers and principals are more or less portrayed. Teachers had to reorient or adapt their way of teaching. By adapting, they had to use ICT. We assume that teachers are not all equally literate digitally and that is why some experienced technostress at the time the school was closed. What is technostress and stress in the workplace we described in the theoretical part of the master's thesis. In the theoretical part. We also described classical and distance education, their advantages and disadvantages, and characteristics. In the empirical part, we analyzed the already existing research. We were interested in how teachers, students and principals found themselves during the closed school. We were particularly interested in whether distance education was more demanding and stressful. Based on the analysis of the results of the already existing research, I prepared that distance education was more stressful and demanding for teachers and students. The principals, however, found themselves better in the new situation and claimed to have worked with the same pace and only a slightly coordinated schedule. šolanje na daljavo stres na delovnem mestu digitalini stres IKT distance learning workplace stress digital stress ICT true true false F. Smilevska Slovenski jezik Angleški jezik Magistrsko delo/naloga 2021-12-17 10:23:03 2022-03-02 13:04:33 2022-04-02 11:39:40 0000-00-00 00:00:00 2021 0 [Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.018.43:004 99415299 MAG_Smilevska_Frosina_2021.pdf MAG_Smilevska_Frosina_2021.pdf 1 1AB791C64BABF124ECDAD7BAFB500EB3 b0da7bfeb4af1b6d87fafd7db16b1eb2ad21a4cf541041f95a71fde1fa021bd6 d1bd770a-6498-11ec-9c29-00155d000105 20.500.12556/dkum/1920d6c8-af5a-430e-b46e-0e8fe0b6c65b https://dk.um.si/Dokument.php?lang=slv&id=155958 Ekonomsko-poslovna fakulteta 0 0 0