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Title:UVAJANJE TABLIČNIH RAČUNALNIKOV V PROCESU POUKA
Authors:ID Kos, Nina (Author)
ID Kramar, Martin (Mentor) More about this mentor... New window
Files:.pdf UN_Kos_Nina_2016.pdf (1,11 MB)
MD5: 8653B78616E892ACA7B1E4C9E4D75528
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:Diplomska naloga predstavlja empirično delo o uvajanju tabličnega računalnika v proces pouka. Osnovni namen naloge je preučiti, kako uporaba tabličnega računalnika vpliva na značilnosti pouka. Za osvetlitev tega problema smo se osredotočili na učence in učitelje iz dveh srednjih šol, ki so sodelovali v pilotnem projektu Inovativna pedagogika 1:1 v luči kompetenc 21. stoletja, kjer so uvajali tablični računalnik v proces pouka. Z deskriptivno kavzalo-neeksperimentalno metodo smo s pomočjo ankete in lestvico stališč želeli ugotoviti, kako uporaba tabličnega računalnika vpliva na pripravo in izvajanje pouka, kako vpliva na medosebne in delovne odnose, na motivacijo, na uspeh in aktivnost učencev ter skušali ugotoviti, kaj predstavlja uporaba tabličnega računalnika učiteljem. Cilj naloge je bil, ugotoviti subjektivne predstave učinkov uvedbe tabličnega računalnika pri pouku. Analiza rezultatov je pokazala, da prihaja do sprememb v izobraževalnem procesu, kar se tiče metodičnih postopkov, vendar pa ne vpliva na ostale značilnosti pouka. Tako ni prišlo do sprememb pri motivaciji učencev, ni se povečala učenčeva aktivnost pri pouku ter se ni izboljšal uspeh učencev zaradi uporabe tabličnega računalnika pri pouku. S preverjanjem hipotez smo ugotovili, da izkušnje učiteljev, ki so jih pridobili z uporabo tabličnega računalnika pri pouku niso odvisne od tega, ali so učitelji predhodno že uporabljali tablični računalnik; pridobljene izkušnje učiteljev, ki so jih pridobili z uporabo tabličnega računalnika pri pouku se ne razlikujejo glede na splošno naklonjenost učiteljev k digitalizaciji pouka; med učitelji, ki so izboljšali svoje digitalne kompetence in tistimi, ki jih niso, ne obstajajo razlike v uporabi tabličnega računalnika pri pouku. Rezultati so tudi pokazali, da se mnenja med učitelji in učenci glede aktivnosti učencev pri pouku razlikujejo ter da uporaba tabličnega računalnika pri pouku ne vpliva na uspeh učencev.
Keywords:Inovativna pedagogika, IKT, didaktični pripomoček, uvajanje tabličnega računalnika, spremembe značilnosti pouka
Place of publishing:Maribor
Publisher:[N. Kos]
Year of publishing:2016
PID:20.500.12556/DKUM-59826 New window
UDC:37.01/.09(043.2)
COBISS.SI-ID:22419464 New window
NUK URN:URN:SI:UM:DK:W3GAM2HA
Publication date in DKUM:16.08.2016
Views:1731
Downloads:207
Metadata:XML DC-XML DC-RDF
Categories:FF
:
KOS, Nina, 2016, UVAJANJE TABLIČNIH RAČUNALNIKOV V PROCESU POUKA [online]. Bachelor’s thesis. Maribor : N. Kos. [Accessed 23 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=59826
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Secondary language

Language:English
Title:INTEGRATING TABLET COMPUTERS INTO THE CLASSROOM
Abstract:This empirical diploma thesis analyzes the implementation of tablet computers in the learning process. The main purpose of the thesis was to examine in what way the use of tablet computers changes the learning process. To highlight the issue, the study focused on students and teachers of two secondary schools who took part in the pilot project Innovative pedagogy 1:1 in the light of 21st century competences where tablet computers were implemented in the learning process. Based on a descriptive causal non-experimental method, a questionarre and an attitude scale were used to determine how the use of tablet computers influences lesson preparation and implementation, how it affects interpersonal and work relationships, motivation, academic performance, student participation, and to determine the teachers' attitude about the use of tablet computers. The aim of the thesis was to establish the subjective perceptions of the effects of using tablet computers in class. The analysis showed that the use of tablet computers changes the learning process in terms of methodical procedures but it does not change other characteristics of the learning process. By using tablet computers in class, the student motivation did not improve; also, the student participation and their achievement did not increase. By testing the hypothesis we determined that the experiences the teachers acquired by using tablet computers in class do not depend on whether the teachers previously used tablet computers or not; also, the experiences that the teachers acquired by using tablet computers in class do not differ considering the general preference of teachers towards digitalisation of the learning process; furthermore, there are no differences in using tablet computers among teachers who improved their digital competences and those who did not. The results also showed that opinions of teachers and students related to student participation differ and that the use of tablet computers in class does not influence student performance.
Keywords:innovative pedagogy, ICT, didactic materials, implementation of tablet computers, changing the learning process


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