PRIMARY SCHOOL TEACHERS’ APPROACH TO ADVANTAGES OF ICT USE IN EDUCATION
DOI:
https://doi.org/10.17770/sie2017vol3.2241Keywords:
primary school teachers, information and communication technologies (ICT), primary education, teachers’ professional competenceAbstract
The article reveals primary school teachers’ approach towards advantages and disadvantages of information and communication technologies, their influence to children education as well as teacher experience in the application of ICT technologies in primary education and opportunities of teachers in the development of professional competence. Qualitative study (structured interview) was carried out which involved the teachers of 1 – 4 forms more than four years actively using ICT in the classroom. According to the teachers, Content analysis of the study results revealed essential factors and potential ways of more efficient use of ICT in primary education, i. e .improvement of teachers’ special professional competence (knowledge, skills and ability to use various ICT tools in the classroom, identification of special needs of primary school children, linking the development of formal and informal needs, etc.), personal viewpoint to ICT in social life, the shortage of ICT tools in primary school.References
Brazdeikis, V. (2009). Informacinėmis ir komunikacinėmis technologijomis papildytų edukacinių aplinkų kaita. Informacijos mokslai, 50,57-63.
Brazdeikis, V., Masaitis, M.(2012). Teaching Aids in Teaching and Learning Environments of Lithuanian Schools. Socialiniai mokslai, 76,74-83. Downloaded from http://www.socsc.ktu.lt/index.php/Social/article/view/1964
Budreckienė, V., Janiūnaitė, B.(2010). Mokyklos vadovo inovacinės veiklos prielaidos: Lietuvos atvejis. Socialiniai mokslai,2(68),26-36. Downloaded from http://etalpykla.lituanistikadb.lt/fedora/objects/LT-LDB0001:J.04~2010~136717 3243244/datastreams/DS.002.0.01.ARTIC/content.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 3rd edition. Los Angeles: Sage Publications.
Dagienė, V., Kirilovas, E.(2008). Informacinės technologijos švietime: patirtis ir analizė. Monografija. Vilnius: Mokslo aidai.
Duoblienė, L. (2010). Medijų raštingumo ugdymas: globaliosios tendencijos ir lietuviškojo kelio paieškos. Santalka. Filologija. Edukologija, 18, 16-27.
Gudonienė, D., Rutkauskienė, D., Lauraitis, D. (2013). Pažangių mokymosi technologijų naudojimas ugdymo procese. Informacijos mokslai. 163, 96-107. Downloaded from: http://www.zurnalai.vu.lt/files/journals/163/articles/2064/public/96-107.pdf
Gudynas, P, Girdzijauskienė, R., Jakavonytė, D., Jevsikova, T.(2010). Inovatyvių mokymo (si) metodų ir IKT taikymas. Vilnius: Ugdymo plėtotės centras.
Jucevičienė, P., Brazdeikis, V. (2012). The effectiveness of ICT competency evaluation strategies. Societal Innovations for Global Growth, 1, 367-375. Downloaded from http://socin.mruni.eu/wp-content/uploads/2012/12/B_2012-12-26.pdf
Kampylis, P., Punie, Y., Devine, J. (2015). Promoting Effective Digital - Age Learning - A European Framework for Digitally-Competent Educational Organizations. Downloaded from http://publications.jrc.ec.europa.eu /repository/bitstream/JRC98209/ jrc98209_r_digcomporg_final.pdf
Prensky, M.(2001). Digital Native, Digital Immigrants. On the Horizon. MCB University Press,9(5). Downloaded from http://www.marcprensky.com/ writing/Prensky%20-%20Digital%20Natives%20Digital%20Immigrants%20-%20Part1.pdf
Ranguelov, S., Horvath, A., Dalferth, S., Noorani, S.(2011). Key Data on Learning and Innovation through ICT at school in Europe. Downloaded from https://ec.europa.eu/digital-single-market/sites/digital-agenda/files/Lithuania%20country%20profile.pdf
Saylik, A., Kalesnikienė, D. (2013). Mokytojo vaidmens kaita taikant informacines ir komunikacines technologijas pradinėse klasėse. Downloaded from http://www.upc.smm.lt/ugdymas/pradinis/rekomendacijos/failai/Mokytojo_vaidmens_kaita_taikant_IKT_pradinese_ klasese_Zvirbliu_takas__2013_Nr_1_32-42.pdf
Survey of Schools: ICT in Education. Final Study Report (2013). European Commission, Luxembourg: Publications Office of European Union. Downloaded from: https://ec.europa.eu/digital-single-market/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf
Targamadzė, V., Girdzijauskienė, S., Šimelionienė, A.(2015). Naujoji (Z) karta – prarastoji ar dar neatrastoji? Specialiosios pedagogikos ir psichologijos centras. Downloaded from http://www.esparama.lt/documents/10157/490675/2015+Naujoji+Z+karta.pdf /34dab319-bb9b-4041-8365-5f88e2b8db52
Targamadzė, V.(2014). Z karta: charakteristika ir ugdymo metodologinės linkmės įžvalga. Tiltai,4,95-104. Klaipedos universiteto leidykla.
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., Monseur, C. (2013). The Use of ICT in Education: a survey of schools in Europe. European Journal of Education, (I), 11-27. Blackwell Publishing Ltd., Oxford.
Labutė, Ž., Žemaitaitytė, I.(2015). Informacinių komunikacinių technologijų pritaikymo galimybės socialinio ugdymo pamokose. Socialinių mokslų studijos. 2015, 7(2), 292–304. Downloaded from: http://www.mruni.eu/en/mokslo_darbai/SMS/
Downloads
Published
Issue
Section
How to Cite
