Improvement of the socieducational environment of social educator using ICT

Straipsnyje analizuojama, kaip įgyvendinant švietimo strategines nuostatas, orientuotas į IKT plėtrą, galima modeliuoti socioedukacines aplinkas pasitelkiant IKT ir kaip šiomis galimybėmis galėtų pasinaudoti socialiniai pedagogai savo edukacinėje aplinkoje. Pristatomi atlikto ekspertinio socialinių pedagogų IKT praturtintos edukacinės aplinkos ir IKT priemonių vertinimo rezultatai. Atskleistos IKT galimybės socialinio pedagogo socioedukacinėms funkcijoms atlikti ir veiksmingiau organizuoti socioedukacinę veiklą.This paper examines how the implementation of the strategic provisions of education, focusing on ICT development, the use of ICT can simulate socio-educational environments, and how social pedagogues can benefit from theses opportunities in their educational environment for their socio-educational functions.The aim of the research is to identify socio-educational environment opportunities for improvement. Objectives of the study are: To reveal the structure of educational environment of the social educator; Toinvestigate opportunities of social educator to use ICT in the educational process. Methods used in the research: semi-structured interview, qualitative and quantitative content analysis The qualitative research was held in order to find out how social educators could benefit from the opportunities offered by ICT in their educational environment. Consultants experts, ICT innovation professionals – practitioners, implementing and adapting a variety of ICT for educational purposes, ICT educational researchers, dealing with the implementation of ICT in education system and involved in the development and implementation of the ICT strategical provisions of the education system. The article presents the results of expert evaluation of the social educators ICT-riched educational environment and ICT tools, the opportunities of ICT for social educator functions and effective socio-educational activities to be performed are revealed. The study distinguished the most important social educator‘s socio-educational components: e. diary, e. portfolio, interactive board, social networking, school web site, e-mail surveys, virtual training (learning) environment, educational computer games. Analyzing ICT, enriching selection or the educational environment of the social educator the the ICT tools essential criteriahighlights: accessibility – the opportunity to use, the importance – forsocial educator functions to be performed, application – the use in socioeducative activities. The creation of ICT-riched educational environment of social educators’ is an integral part of the school’s modernization and part of the use of ICT, therefore ICT development ant implementation of innovative ICT should create favorable conditions in order to use these technologies in specific social educators’ activities