Children’s inclusion to theeducational process possibilities using ICT tools: students’ approach

Straipsnyje analizuojama, kaip įgyvendinant švietimo strategines nuostatas, orientuotas į sumanios visuomenės formavimą bei IKT plėtrą, galima didinti vaikų įtrauktį į ugdymą. Apklausoje atsispindi 436 respondentų, besimokančių Lietuvos bendrojo ugdymo mokyklose (5–12 klasėse), duomenys. Remiantis kiekybinio tyrimo rezultatais straipsnyje atskleidžiamos dažniausiai naudojamos IKT priemonės, jų prieinamumas ir taikymas. Aptartos IKT taikymo galimybės didinant vaikų įtrauktį į ugdymą. Tyrimo rezultatai ir išvados svarbūs visiems ugdymo proceso organizatoriams, siekiant kurti įdomesnį, inovatyvesnį ugdymo procesą, kuriame kiekvienas jaustųsi gerbiamas ir gebėtų tapti aktyviu visuomenės nariuThe paper analyzes how the implementation of smart society and ICT development provisions can increase children’s inclusion. The survey involved 436 respondents studying in Lithuanian general education schools (grades 5–12). This article discusses the most commonly used ICT tools, their availability and application, based on the quantitative results of the study. Research shows that students like to use ICT tools. Smart phone and PC is the most commonly used devices. The tablet options currently are not exploited. 16–18 years old respondents use ICT tools at least 2–4 hours per day. Access to ICT tools at school is average. Just half of the respondents knows who can help with ICT problems. There is no influence for inclusion if teachers do not ask to do homework related with ICT tools. Students are interested in using ICT tools features themselves. Research shows that usage of ICT tools are important in educational process. The possibility of strengthening inclusion, occurs systematically developing ICT tools usage at schools. Strong inclusion leads to the successful socializationVytauto Didžiojo universitetasŠvietimo akademij