Development of cyber-model teaching in interdisciplinary areas of secondary technical education

Tehnološki napredek je danes hitrejši kot kadarkoli doslej. Tehnologija je v zadnjih desetletjih nesluteno spremenila svetčetrta industrijska revolucija, imenovana tudi industrija 4.0, se kaže v vseh segmentih ne le tovarn in proizvodnje, temveč tudi družbe nasploh. Še tako visoka in dovršena tehnologija pa sama po sebi ni zadosti, če nimamo ljudi, ki so jo sposobni razumeti, z njo upravljati, jo uporabljati in izkoriščati njene prednosti ter ne nazadnje tudi nadgrajevati in izpopolnjevati. Tehnologija dandanes nikakor ni izolirano področje, temveč se povezuje s stroji, ljudmi, poslovnimi modeli –- da bo vse to nemoteno delovalo, pa lahko poskrbi le ustrezno usposobljen kader. Zato postaja vloga človeka vedno pomembnejša, pri čemer pa so se temeljna znanja in spretnosti, ki jih mora le-ta izkazovati, v zadnjih letih precej spremeniliv prihodnje pa je pričakovati, da bo tehnološki napredek še močneje vplival na delovno silo. Tako bosta avtomatizacija in umetna inteligenca prevzeli različne naloge, ki jih danes opravlja človek, s čimer bodo številna delovna mesta izginila ali se spremenila, po drugi strani pa se bodo ustvarjala nova, ki bodo zahtevala visoko usposobljeno delovno silo, za katero bodo poleg ustreznih znanj in veščin potrebne tudi druge lastnosti, kot so samostojnost, mobilnost, visoka motiviranost, sposobnost komuniciranja in delovanja v skupini ter ne nazadnje pripravljenost za učenje ter nadaljnje izobraževanje in izpopolnjevanje. Takšno delovno silo pa lahko »proizvede« le ustrezno zasnovan in izvajan izobraževalni sistem. V okviru le-tega ima posebno vlogo srednje tehniško izobraževanje, saj je to tisti segment, ki neposredno za trg dela ali pa za nadaljnji študij pripravlja dijake, ki bodo nekoč delali v tehničnih poklicih in se tako ali drugače srečali s tehnologijami prihodnosti. Tudi tu se zahtevajo in ponekod že uspešno uvajajo spremembe, ki bodo tradicionalne načine učenja in poučevanja posodobile in nadgradile ter tako mlade pripravile na poklice prihodnosti. Nekateri ključni poudarki pri tem so: povezovanje izobraževalnih institucij z gospodarstvom, praktično delo v času šolanja, fleksibilni kurikulumi, predvsem pa nenehno učenje, samoizobraževanje ter pripravljenost na preobrazbo, tako s strani šol kot tudi dijakov. Eden od predmetov, ki ga še ne tako dolgo nazaj nismo poznali, danes pa je v številnih segmentih tehničnega izobraževanja nepogrešljiv, je mehatronika, le-ta pa v svojem učnem načrtu znaten del posveča tudi programiranju programirljivih logičnih krmilnikov. Tudi na tem področju se iščejo metode in načini, kako narediti programiranje, predvsem v začetni fazi, čimbolj zanimivo, razumljivo in uporabno. Ena izmed možnosti je vsekakor širše uvajanje ikonskih programskih jezikov, katerim se tako v strokovni literaturi kot tudi v praski posveča vse več pozornosti. Tako je predhodno razviti ikonski programski jezik GraphFruit (GF) lahko primer jezika, ki bi, kot kažejo rezultati in izsledki izvedene empirične raziskave, lahko pripomogel k uspešnejšemu poučevanju in učenju programiranja na ravni sekundarnega izobraževanja. Poleg ustreznega učnega okolja pa je za uspešen pedagoški proces neobhodno potreben sodoben pristop k poučevanju, kjer bi učitelji kot eno od možnosti v prihodnje lahko uporabljali didaktični model, ki združuje spoznanja konstruktivizma in transdisciplinarnosti ter je obenem kompetenčno zasnovan in vzpodbuja k vseživljenjskemu usposabljanju.Technological progress is faster today than ever before. Technology has changed the world unprecedentedly in recent decadesThe fourth industrial revolution, also called Industry 4.0, is reflected in all segments not only of factories and manufacturing, but of society in general. However high and sophisticated technology is by itself not enough if we do not have the people who are able to understand it, manage it, use it and take advantage of its advantages, and last but not least upgrade and refine it. Technology is by no means an isolated area, but it connects with machines, people, business models - to ensure that all this will work smoothly, only qualified personnel can provide it. Therefore, the role of man is becoming more and more important, but the basic skills that he has to show have changed a lot in recent yearsin the future, however, technological advances are expected to have a greater impact on the workforce. In this way, automation and artificial intelligence will take on the various human tasks today, causing many jobs to disappear or change, and in turn to create new ones that will require a highly skilled workforce for which, in addition to the relevant knowledge, and skills also need other attributes such as independence, mobility, high motivation, ability to communicate and work in a group, and last but not least, willingness to learn and further education and further development. However, such a workforce can only “produce” a properly designed and implemented education system. Secondary technical education plays a special role in this, as it is the segment that directly prepares students for the labor market or for further study, who will one day work in the technical professions and in one way or another encounter technologies of the future. Here, too, changes are required, and in some places already successfully implemented, which will update and upgrade traditional ways of teaching and teaching, thus preparing young people for the professions of the future. Some of the key highlights here are: connecting educational institutions to the economy, hands-on work during school, flexible curricula, and above all, continuous learning, self-education and a willingness to transform, both from schools and students. Mechatronics is one of the subjects that we did not know a long time ago, but is now indispensable in many segments of technical education. Also in this field are looking for methods and ways to make programming, especially in the initial phase, as interesting, understandable and useful as possible. One of the options is definitely the wider introduction of iconic programming languages, which are receiving increasing attention in both professional literature and scratch. Thus, the previously developed iconic programming language GraphFruit can be an example of a language that, as the results and findings of the empirical research conducted, could help to teach and teach programming at secondary level more successfully. In addition to the appropriate teaching environment, a successful teaching process requires a modern teaching approach where teachers could, in the future, use a didactic model that combines the lessons of constructivism and transcisciplinarity, while being competently designed and fostering lifelong training