Vnašanje informacijsko-komunikacijske tehnologije v osnovnošolske domače naloge z vidika učitelja

Čeh, Valentina

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Title:	Vnašanje informacijsko-komunikacijske tehnologije v osnovnošolske domače naloge z vidika učitelja
Authors:	ID Čeh, Valentina (Author) ID Pšunder, Mateja (Mentor) More about this mentor... ID Krašna, Marjan (Comentor)
Files:	MAG_Ceh_Valentina_2019.pdf (1,02 MB) MD5: A4CDD4A9CB65CD8AEA38D372DB2CE902 PID: 20.500.12556/dkum/cb046332-440a-4f8b-98aa-6391c04674d6
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Domače naloge znajo biti precej ponavljajoče, utrujajoče, (ne)domišljijske in (ne)unikatne, kar pa ima precejšen vpliv na učenčevo perspektivo predmeta, njegovo motivacijo in nadaljnjo zagnanost za učenje. Zaradi tega lahko uvedba informacijsko-komunikacijske tehnologije v domače naloge pripomore k splošnemu zanimanju in odkrivanju novega znanja, odpre nove pristope k delu in omogoči domače naloge, ki niso več tako tradicionalne. Teoretični del magistrske naloge se ukvarja z domačimi nalogami ter kako je mogoče IKT vključiti v izobraževanje, kakšno vlogo ima pri tem učitelj in njegova digitalna pismenost. V raziskavi je sodelovalo 112 učiteljev iz priložnostno izbranih osnovnih šol po Sloveniji. Povprašani so bili o pogostosti uporabe različnih vrst domačih nalog, katere so najljubše s strani učencev, kakšna je njihova samoocena digitalne pismenosti ter kakšna so njihova stališča o vplivu IKT na učence in na učitelje. Preverjen je bil vpliv razredne in predmetne stopnje poučevanja, števila let učiteljske delovne dobe in povprečnega časa, ki ga učitelji preživijo na računalniku ali tablici. Rezultati kažejo, da učitelji, ki vsakodnevno manj časa namenijo uporabi IKT, pogosteje uporabljajo domače naloge iz delovnega zvezka, učbenika in delovnega lista. Prav tako učitelji z manjšo delovno dobo bolje ocenjujejo področja digitalne pismenosti. Učitelji razredne stopnje se bolj kot učitelji predmetne stopnje, strinjajo, da jim IKT pomaga pri pripravi domačih nalog, ter, da so naloge s pomočjo IKT bolj zanimive in privlačne za učence
Keywords:	domače naloge, informacijsko-komunikacijska tehnologija, izobraževanje, učitelji, digitalna pismenost.
Place of publishing:	Maribor
Publisher:	[V. Čeh]
Year of publishing:	2019
PID:	20.500.12556/DKUM-75034
UDC:	37.091.3:004(043.2)
COBISS.SI-ID:	24818696
NUK URN:	URN:SI:UM:DK:WGRCBYKJ
Publication date in DKUM:	24.10.2019
Views:	1799
Downloads:	210
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	17.09.2019

Secondary language

Language:	English
Title:	Incorporating the Use of Information-Communication Technology into Primary School Homeworks from the Perspective of Teachers
Abstract:	Homework can be quite repetitive, tiring and non-imaginative, which has a significant impact on the student's perspective of the subject, his motivation and his continued enthusiasm to learning. Precisely because of this, incorporating the use of information and communication technology (hereinafter: ICT) into homework, can contribute to the general interest and the discovery of new knowledge, give new approaches to work and types of homework, which would no longer be so traditional. The theoretical part of the master's thesis deals with homework and how ICT can be integrated into education and what role the teacher and his digital literacy play in the matter. 112 teachers from various elementary schools across Slovenia participated in the survey. They were asked about the frequency of various types of homework, which ones do their students like best, how they self-evaluate their digital literacy and what impact ICT has on students, as well as teachers. The influence of class and subject level of teaching, the number of years of work experience and the average time spent on a computer, tablet or phone, were examined. The findings show that teachers who dedicate less time using ICT are more likely to use traditional types of homework (workbook, textbook, worksheet. Furthermore, teachers with significantly shorter work experience better evaluate themselves in the areas of digital competence. Positive attitudes towards the introduction of ICT in homework, are evident in terms of helping them to prepare homework. Class teachers are also more vary of the importance of attractive and interesting homework.
Keywords:	homework, information-communication technology, education, primary school, media, computer.

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