20.500.12556/DKUM-95332 Stanje, učinki in perspektive iKT pri pouku geografije magistrsko delo Current situation, impacts and perspectives of ict in geography lesson Magistrsko delo obravnava digitalizacijo geografskega izobraževanja in vlogo IKT pri sodobnem pouku geografije. Teoretični del opredeli IKT in okvirje digitalnih kompetenc, predstavi didaktične pristope (GIS, spletno raziskovanje, projektno, sodelovalno in problemsko učenje, igrifikacija, mobilno učenje) in najpogostejša orodja (npr. Google Earth, Kahoot!, Padlet, Mentimeter). Empirični del temelji na kvantitativni anketi s 192 udeleženci (45 učiteljev, 41 učencev, 106 dijakov). Večina učencev in dijakov prepoznava IKT kot pomembno za geografijo (88 %). Hipoteza, da IKT povečuje zanimivost predmeta, je delno potrjena zaradi še vedno razmeroma redke in neraznolike uporabe pri delu učencev. Ugotovitve potrjujejo izrazit motivacijski učinek (H2) in izboljšanje razumevanja in/ali pospešitev učenja (H3; skupaj 78 % učečih, skladno tudi z mnenji učiteljev). Učitelji s pozitivnim odnosom IKT tudi pogosteje vključujejo (H4), domneva o redkejši rabi kljub pozitivnim stališčem pa je ovržena (H5). Delo poudarja, da IKT pomembno prispeva h kakovosti in učinkovitosti geografskega pouka, a pri tem zahteva premišljeno, pedagoško utemeljeno integracijo, ustrezno tehnično podporo in razvoj digitalnih kompetenc; optimalni učni učinki nastajajo v ravnotežju z uporabo klasičnih pripomočkov (atlas, zemljevid). The master's thesis examines the digitalization of geography education and the role of information and communication technologies (ICT) in contemporary geography teaching. The theoretical section defines ICT and outlines digital-competence frameworks; it then presents key didactic approaches-GIS, web-based inquiry, project-based, collaborative and problem-based learning, gamification, and mobile learning—along with commonly used tools (e.g., Google Earth, Kahoot!, Padlet, Mentimeter). The empirical section is based on a quantitative survey of 192 participants (45 teachers, 41 pupils, 106 upper-secondary students). Most pupils and upper-secondary students recognize ICT as important for geography (88%). The hypothesis that ICT increases subject interest is only partially confirmed, due to the still relatively infrequent and not sufficiently diversified use in students’ work. The findings confirm a prominent motivational effect (H2) and improved understanding and/or accelerated learning (H3; 78% of learners), consistent with teachers' views. Teachers with positive attitudes toward ICT also integrate it more frequently (H4), while the assumption of infrequent use despite positive attitudes is refuted (H5). The thesis underscores that ICT contributes significantly to the quality and effectiveness of geography teaching, but requires thoughtful, pedagogically grounded integration, adequate technical support, and the development of digital competences. Optimal learning outcomes arise when ICT is balanced with classical tools such as the atlas and map. informacijsko-komunikacijska tehnologija digitalne kompetence učni pristopi izzivi in vpliv vključevanja IKT information and communication technology digital competences teaching approaches challenges and impact of ICT integration true true false T. Kolar Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-09-14 12:00:21 2025-10-06 14:11:55 2025-10-07 03:07:39 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XI, 95 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:91:004(043.2) 251927555 MAG_Kolar_Teja_2025.pdf MAG_Kolar_Teja_2025.pdf 1 ED9DBCE617AAB1B48713CFC0B038265F 4e3219e38097fc3da8a980f14acfde0e45b711bb1f101b4de788fdabb613ade3 6e33637d-9152-11f0-b621-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=198356 Filozofska fakulteta 0 0 0