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Title:Stanje, učinki in perspektive iKT pri pouku geografije : magistrsko delo
Authors:ID Kolar, Teja (Author)
ID Konečnik Kotnik, Eva (Mentor) More about this mentor... New window
Files:.pdf MAG_Kolar_Teja_2025.pdf (2,41 MB)
MD5: ED9DBCE617AAB1B48713CFC0B038265F
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract: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).
Keywords:informacijsko-komunikacijska tehnologija, digitalne kompetence, učni pristopi, izzivi in vpliv vključevanja IKT
Place of publishing:Maribor
Place of performance:Maribor
Publisher:T. Kolar
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (XI, 95 str.))
PID:20.500.12556/DKUM-95332 New window
UDC:37.091.3:91:004(043.2)
COBISS.SI-ID:251927555 New window
Publication date in DKUM:06.10.2025
Views:182
Downloads:44
Metadata:XML DC-XML DC-RDF
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:14.09.2025

Secondary language

Language:English
Title:Current situation, impacts and perspectives of ict in geography lesson
Abstract: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.
Keywords:information and communication technology, digital competences, teaching approaches, challenges and impact of ICT integration


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