UPORABA IN NEUPORABA INFORMACIJSKO KOMUNIKACIJSKE TEHNOLOGIJE (IKT) NA RAZREDNI STOPNJI

Šoštarič, Mojca

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Title:	UPORABA IN NEUPORABA INFORMACIJSKO KOMUNIKACIJSKE TEHNOLOGIJE (IKT) NA RAZREDNI STOPNJI
Authors:	ID Šoštarič, Mojca (Author) ID ČAGRAN, BRANKA (Mentor) More about this mentor... ID Bratina, Tomaž (Comentor)
Files:	UNI_Sostaric_Mojca_2013.pdf (718,47 KB) MD5: 7EBD53DDA927D40BF0C558506FF6E571
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo opredeljuje uporabo in neuporabo IKT pri pouku na razredni stopnji. Teoretični del zajema predstavitev temeljnih pojmov in spoznanj, kot so: opredelitev pojmov v zvezi z izobraževalno tehnologijo; opremljenost šol z IKT; usposobljenost in izobraževanja učiteljev za uporabo IKT; stanje uporabe in neuporabe IKT pri pouku; prednosti in slabosti uporabe informacijske in komunikacijske tehnologije v učnem procesu na razredni stopnji; sredstva, namenjena za nakup opreme in izobraževanja učiteljev; interes učiteljev na razredni stopnji za izobraževanja v zvezi z uporabo IKT in razlogi za uporabo oziroma neuporabo IKT pri pouku. V empiričnem delu je predstavljena raziskava, ki smo jo izvedli na naslednjem vzorcu: uporabili smo priložnostni vzorec razrednih učiteljev. Pri anketiranju je sodelovalo 141 razrednih učiteljev, katere smo pri preverjanju razlik razdelili glede na stratum in leta poučevanja. 76 anketiranih učiteljev prihaja s podeželja, 65 pa iz mesta. Celoten vzorec smo razdelili še glede na leta poučevanja, in sicer 1−5 let poučuje 17 anketiranih učiteljev, 6−10 let jih poučuje 14, 11−15 let 27, 16−20 let 19, več kot 20 let pa 64 anketiranih učiteljev. Namen izvedene raziskave je bil ugotoviti oceno opremljenosti šol, pogostost rabe IKT, oceno pomembnosti rabe IKT ter oceno usposobljenosti učiteljev za uporabo IKT. Ob tem smo preverili tudi vlogi stratuma šole in let poučevanja. Rezultati kažejo, da je večina šol dobro opremljena z IKT, vzrok za slabo opremljenost nekaterih šol so finančna sredstva s strani države. Večina učiteljev, zlasti starejših, ocenjuje, da bi ministrstvo moralo nameniti več finančnih sredstev za IKT. Med pripomočki, ki jih ima na voljo večina šol, so: internet v razredu, specializirana računalniška učilnica, tiskalnik in pritrjeni LCD projektor. Pri iskanju razlik glede na stratum po dostopnosti do IKT pripomočkov smo ugotovili, da imajo v mestu boljši dostop do specializirane računalniške učilnice. Največ učiteljev uporablja IKT pri pouku po potrebi, nekaj učiteljev IKT pri pouku še vedno ne uporablja, kar je zelo zaskrbljujoče. Večinoma so to starejši učitelji. Pri pouku se najpogosteje uporabljajo računalnik za učitelje, internet in tiskalnik, najmanj pa prenosni LCD projektor, interaktivna tabla in Moodle. Večini učiteljev se zdi uporaba IKT pomembna, prav tako pa ocenjujejo, da je interes učitelja najpomembnejši dejavnik za uporabo IKT. Izobraževanja za uporabo IKT večina učiteljev ocenjuje kot uspešna. Udeležujejo se jih predvsem učitelji, ki poučujejo več kot 16 let.
Keywords:	IKT, opremljenost šol z IKT, uporaba/neuporaba IKT, izobraževanja za uporabo IKT, finančna sredstva, kompetentnost učiteljev, prednosti/pomanjkljivosti uporabe IKT
Place of publishing:	Maribor
Publisher:	[M. Šoštarič]
Year of publishing:	2013
PID:	20.500.12556/DKUM-43142
UDC:	37.091.64(043.2)
COBISS.SI-ID:	20247816
NUK URN:	URN:SI:UM:DK:K62ZC6EH
Publication date in DKUM:	08.01.2014
Views:	3699
Downloads:	467
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	USE AND NON-USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) IN CLASS LEVEL
Abstract:	The diploma work defines the usage and non-usage of ICT in schools on a lower primary school level. The theoretical part includes the presentation of the basic concepts and findings, like: definitions related to educational technology; the equipment of schools with ICT; qualifications and teacher training for the usage of ICT; the usage and non-usage of ICT in classrooms; the advantages and disadvantages of using the information and communications technology in the learning process on the lower primary school level; the funds for purchasing the equipment and providing the teacher training; the teachers’ interest on the lower primary school level regarding the usage of ICT and reasons for usage or non-usage of ICT in class. The empirical part introduces the research, which we performed on the following pattern: we used a casual sample of lower primary school teachers. 141 lower primary school teachers took part in the survey and when verifying the differences they were divided according to the stratum and years of teaching. 76 teachers come from countryside and 65 from the city. The whole pattern has been divided according to the years of teaching, namely: 17 cooperating teachers have been teaching between 1−5 years, 14 between 6−10 years, 27 between 11−15 years, 19 between 16−20 years, and 64 more than 20 years. The purpose of the survey was to establish the evaluation of the schools’ equipment, the frequency of the ICT usage, the importance of the ICT usage and the teachers’ qualifications for the ICT usage. We also established the roles of the stratum of the school and years of teaching. The results show, that most school are well equipped with ICT; the reasons for poor equipment of some schools can be seen in the funding from the state. Most teachers, especially older ones, estimate that the Ministry should earmark more financial means for ICT. Among supplies, available in most schools, are: internet in the classroom, specialised computer classroom, printer and fixed LCD projector. When searching for differences according to the stratum and access to ICT supplies we established that city schools have better accessibility to specialised computer classrooms. Most teachers use the ICT in classrooms as circumstances require, but some teachers still never use ICT, which is very concerning. Those are mostly older teachers. In general, among the most frequently used ICTs in classrooms are the teacher’s computer, internet and printer; and among the most infrequently used are portable LCD projector, interactive board and Moodle. Most teachers asses the usage of ICT as important and they also believe that the teacher’s motivation is the most important factor in the ICT usage. Most teachers also asses the teachers training for ICT usage as successful. Teachers with more than 16 years of teaching experiences are more prone to attend the trainings.
Keywords:	ICT, the equipment of schools with ICT, usage/non-usage of ICT, trainings for ICT usage, funding, teachers’ qualifications, advantages/disadvantages of ICT usage

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