Use of information-communication technology in Slovene lessons in the first and the second triads of elementary school

Z razvojem informacijsko-komunikacijske tehnologije (IKT) se je začel spreminjati tudi sistem vzgoje in izobraževanja. IKT prinaša sodobne metode poučevanja in spodbuja aktivne oblike učenja, ki omogočajo interaktivnost, personalizacijo in diferenciacijo. Takšne oblike zahtevajo dobro poznavanje in vključevanje teorij o učenju v pouk. Pomembno je razmisliti, na kakšen način vključiti sodobno tehnologijo v pouk, da bomo z njo učinkoviteje dosegali zastavljene cilje. Tako bodo učenci lahko razvijali spretnosti in kompetence, ki jih od njih zahteva življenje v 21. stoletju. Izobraževalni sistem in učni načrti spodbujajo učitelje k vključevanju IKT v pouk, končno odločitev pa še vedno sprejmejo učitelji, ki so pedagoško in didaktično dobro usposobljeni za svoje področje, vendar potrebujejo strokovno didaktično pomoč za delo z IKT. Ključni preoblikovalci pedagoške prakse so torej učitelji, ki učencem omogočajo inovativno in spodbudno učno okolje ter večjo dostopnost znanja in spretnosti. Učitelji vse pogosteje sami ustvarjajo tudi e-gradiva, ki v učencih vzbudijo zanimanje in vplivajo na pozornost. Pogoj za uspešen razvoj digitalnih kompetenc je razvita funkcionalna pismenost oz. bralna pismenost. Razvoj temeljnih in višjih ravni pismenosti lahko učinkovito podpre prav IKT. Pouk slovenščine z uporabo IKT torej ponuja možnosti sistematičnega razvoja digitalnih kompetenc ob razvijanju sporazumevalnih zmožnosti učencev. Še vedno pa so prisotne dileme, kako vključevati IKT, ne da bi pri tem zanemarili glavne cilje pouka slovenščine. Pomembno prelomnico na področju uporabe IKT in razvoja digitalnih kompetenc nedvomno predstavlja obdobje šolanja na daljavo med pandemijo, ki je spremenilo marsikatero stališče. Cilj empiričnega dela je bil pridobiti vpogled v dejansko stanje uporabe IKT pri pouku slovenščine v prvem in drugem triletju osnovne šole. Uporabili smo kvalitativen pristop in deskriptivno metodo. Ugotovili smo, da intervjuvani učitelji uporabljajo sodobno IKT in jo vključujejo v pouk slovenščine, kar potrjuje dejstvo, da večina intervjuvanih učiteljev pri pouku slovenščine uporablja računalnik in drugo tehnologijo vsaj od dva- ali trikrat tedensko. Gre predvsem za frontalno uporabo IKT. Prevladuje uporaba e-gradiv, video- in zvočnih posnetkov kot uvod v nadaljnje aktivnosti ali podpora pri posredovanju učne snovi ter usmerjanju učencev. Redkeje je IKT uporabljena pri samostojnem delu učencev z namenom razvijanja višjih miselnih procesov ali z vidika utrjevanja in preverjanja znanja. Učitelji po večini ne ustvarjajo lastnih e-gradiv, saj so zadovoljni z e-gradivi založb. V večini menijo, da so dovolj usposobljeni za delo z IKT, kljub temu pa si želijo več konkretnih izobraževanj o uporabi IKT-orodij, ki bi jim omogočala doseganje ciljev pouka slovenščine. Želijo si tudi, da bi jih vodstvo dodatno podprlo in spodbudilo. Uporaba IKT je nekoliko pogostejša pri jezikovnem pouku in v drugem triletju. Na osnovi spoznanj smo oblikovali splošna priporočila za učitelje, ki naj bodo vodilo in spodbuda za vključevanje IKT tudi na netipična področja, kot je pouk slovenščine.With the development of information and communication technology (ICT), the education and training system also began to change. ICT brings modern teaching methods and encourages active forms of learning, which allow interactivity, personalisation and differentiation. Such forms require good knowledge and the implementation of learning theories into lessons. It is important to consider in what way to implement modern technology into lessons in order to reach the desired goals more effectively. This is the only way pupils will develop skills and competences, which life in the 21st century demands from them. The education system and learning curricula encourage teachers to implement ICT into lessons, but the final decision is still made by teachers, who are pedagogically and didactically well-trained for their field, but need professional didactical assistance for the work with ICT. The key reformers of the pedagogical practice are therefore teachers, who provide pupils with an innovative and encouraging learning environment and greater access to knowledge and skills. With increasing frequency, teachers create their own e-materials, which arouse interest of pupils and influence their attention. Successful development of digital competencies requires developed functional literacy or reading literacy. It is ICT that can effectively support the development of basic and higher levels of literacy. Teaching Slovene using ICT therefore offers possibilities for systematic development of digital competences while developing pupils’ communicational abilities. However, there are still dilemmas about how to implement ICT without neglecting the main goals of teaching Slovene. An important turning point in the field of ICT use and development of digital competences is without doubt the period of distance learning during the pandemic, which has altered many views. The goal of the empirical part was to gain insight into the actual state of ICT use in Slovene lessons in the first and second triad of primary school. We used a qualitative approach and a descriptive method. We found that teachers use modern ICT and implement it into Slovene lessons, which is proven by the fact that the majority of the interviewed teachers use a computer and other technology to teach Slovene at least two or three times a week. The use of ICT is mostly frontal. The use of e-materials, video and audio recordings as an introduction into further activities or as a support in providing learning materials and guiding pupils prevails. Less frequently, ICT is used in pupils’ independent work in order to develop higher thought processes or from the view of knowledge consolidation and examination. For the most part, teachers do not create their own e-materials, because they are satisfied with e-materials, provided by publishing houses. The majority of them think that they are sufficiently skilled for using ICT in classes, nevertheless, they want more concrete education on the use of ICT tools that would enable them to achieve the goals of teaching Slovene. They also want the leadership to give them additional support and encouragement. The use of ICT is slightly more frequent in language lessons in the second triad. Based on the findings, we prepared general suggestions for teachers, which shall be a guide and encouragement for the implementation of ICT even in atypical fields, like Slovene lessons