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Title:UPORABA PAMETNE TABLE PRI POUKU DRUŽBOSLOVJA V OSNOVNI IN SREDNJI ŠOLI
Authors:ID Hrastnik, Klemen (Author)
ID Tavčar Krajnc, Marina (Mentor) More about this mentor... New window
Files:.pdf UN_Hrastnik_Klemen_2016.pdf (393,11 KB)
MD5: 9CF55609BDA8D1035935C2A69D81C73C
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:Vzgoja in izobraževanje v šoli predstavljata množično obliko sekundarne socializacije otrok in mladostnikov. Pomemben dejavnik učnega procesa je učna tehnologija, ki je v določenem obdobju na voljo. Navajanje otrok na uporabo tehnologije in učenje njene uporabe je del te socializacije. V pričujočem delu je obravnavana informacijsko komunikacijska tehnologija, ki je osredotočena na preučevanje uporabe interaktivne table pri pouku. Osrednji del obravnave je preučevanje uporabe interaktivne table pri pouku družboslovja. V teoretičnem uvodu je tako obravnavan pouk in njegove prvine, med katerimi so tudi didaktična sredstva. Del didaktičnih sredstev je tudi multimedijska tehnologija, h kateri se uvršča interaktivna tabla. V nadaljevanju je predstavljen koncept interaktivne table, njeni tipi in načini delovanja. Sledi poglavje, v katerem sem obravnaval raziskave o uporabi in učinkovitosti interaktivne table. V drugem, empiričnem delu sem analiziral anketne vprašalnike o opremljenosti šolskih učilnic z interaktivnimi tablami, ki so jih izpolnjevala vodstva šol, ter o uporabi interaktivne table pri pouku družboslovja, ki so jo izpolnjevali učitelji družboslovnih predmetov osnovnih in srednjih šol. V diplomski nalogi sem ugotovil, da so slovenske šole dobro opremljene z interaktivnimi tablami. Dobri opremljenosti pa ne sledi visok delež uporabe, saj manj kot ena tretjina učiteljev šol, kjer so na voljo interaktivne table, te tudi uporablja. Višji delež uporabe se pokaže v šoli v manjšem kraju kot v mestu ter v osnovnih šolah v primerjavi s srednjo šolo. Učitelji neuporabo najpogosteje utemeljujejo z razlogom, da uporaba interaktivne table ne bi izboljšala pouka ter da je ni v učilnicah, kjer imajo pouk.
Keywords:pouk, družboslovje, IKT, interaktivna tabla, uporaba
Place of publishing:Maribor
Publisher:[K. Hrastnik]
Year of publishing:2016
PID:20.500.12556/DKUM-61292 New window
UDC:004:37.091.2(043.2)
COBISS.SI-ID:22577416 New window
NUK URN:URN:SI:UM:DK:QAABKL9P
Publication date in DKUM:26.09.2016
Views:2226
Downloads:140
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:USE OF INTERACTIVE WHITE BOARD IN SUBJECTS IN THE FIELD OF SOCIAL SCIENCES AT PRIMARY AND SECONDARY LEVEL OF EDUCATION
Abstract:Education in school represents a mass form of secondary socialization of children and adolescents. An important factor in this learning process is the use of learning technology that is available in a given period. Introducing children to the use of technology and learning of its use and application present an equally important part of the same socialization process. In this thesis I deal with information and communications technology, and more specifically, the use of interactive whiteboard in class. The central part of the thesis is to examine the use of interactive whiteboard when teaching Social Sciences classes. In the theoretical introduction I dealt with class teaching and its elements, including didactic resources. Part of the didactic resources are also multimedia technologies, which include an interactive whiteboard. In the following chapter the concept of interactive board is presented, along with its types and different ways of use. It is followed by a chapter where I dealt with the research on the application and effectiveness of interactive whiteboards. In the second, empirical part I analyzed and interpreted the surveys on equipping classrooms with interactive whiteboards, filled out by school leadership, as well as the use of interactive whiteboard in Social Sciences classes, filled out by social studies teachers in primary and secondary schools. In the following thesis we have found that Slovenian schools are well equipped with interactive whiteboards. However, good equipment is not followed by a high proportion of application, as less than a third of the teachers at schools where interactive whiteboards are available also use them. A higher proportion of use is shown in schools in smaller towns than in the city as well as in primary schools compared to secondary schools. Teachers most often justify the non-use on the grounds of interactive whiteboards not contributing to a better quality of lessons and that they lack the interactive whiteboard in the classrooms where they are teaching.
Keywords:classes, social studies, ICT, interactive whiteboard, use


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