The integration of ICT and an example of the use of a didactic robot in kindergarten

Informacijsko-komunikacijska tehnologija (IKT) je nekaj, brez česar si življenja v 21. stoletju enostavno več ne moremo predstavljati. Tako kot smo z IKT obkroženi odrasli in najstniki, nikakor ne moremo zanikati dejstva, da je tudi velik del življenja malčkov in otrok. Z IKT se otroci srečujejo zelo zgodaj, najpogosteje v obliki gledanja risank na televiziji. Dokaj hitro začnejo posegati tudi po telefonih, tablicah itn., saj te naprave izredno pritegnejo njihovo pozornost. Tako otroci že od malih nog odraščajo z IKT. In prav zato menimo, da je IKT del otrokovega vsakdana, ki se ga mora vzgojiteljica dobro zavedati ter tudi sama stopiti v korak s časom in IKT uporabiti oz. uvesti v vrtčevsko okolje. Vendar tako, da bo uporaba varna, prijetna ter poučna. Ker se zavedamo pomembnosti uporabe IKT v predšolskem obdobju, smo se odločili raziskati uporabo IKT v vrtcih. V diplomskem delu se bomo tako najprej osredotočili na opredelitev pojma IKT, pomena, kaj IKT sploh je, ter kako je ta hitro spreminjajoča se tehnologija preobrazila družbo ter se zasidrala v vsa področja človekovega življenja. Zanima nas predvsem, katere vrste IKT so primerne za uporabo v predšolskem obdobju, kakšni so vplivi uporabe le-te na predšolske otroke ter kakšne prednosti, slabosti in nevarnosti so prisotne. Zanimalo nas bo, kakšne so možnosti uporabe IKT kot didaktičnega sredstva, ki pri otroku spodbuja zanimanje in s tem bolj učinkovito učenje, razumevanje in spoznavanje ter višji nivo znanja. Mnenja smo, da so digitalne kompetence strokovnega delavca v sodobnih vrtcih ključne. Kot primer mogoče didaktične uporabe IKT bomo v teoretičnem delu predstavili didaktičnega robotka in nakazali možnosti vključevanja le-tega v delo v vrtcu. Želimo ugotoviti, kakšni so odzivi otrok nanj ter kakšni so odzivi in mnenja vzgojiteljic o možni uporabi didaktičnih robotkov pri nadaljnjem delu z otroki.Information and Communication Technologies (ICT) is something we simply cannot imagine living without in the 21st century. As well as adults and teenagers are surrounded by ICT, we cannot deny the fact that they also play a large part in the lives of toddlers and children as they encounter the ICT very early, most frequently by watching television cartoons. Children begin to reach for mobile telephones, tablets etc. rather soon since these gadgets attract their attention. Thus, children grow up with ICT since a very young age. This is why we believe that ICT is a part of a child`s everyday life. A preschool or kindergarten teacher should be well aware of this fact, should keep in step with the times and use ICT in kindergarten environment in such a way that their usage will be safe, pleasant and educative. Because we are well aware of the significance of using ICT in preschool period, we decided to research ICT usage in kindergartens. In this diploma thesis we will first focus on a definition of ICT, on the meaning – what ICT even is, and how this rapidly changing technology transformed the society and how it anchored into all areas of human life. We are mainly interested in which types of ICT are suitable for the preschool period, what effects they have on preschool children and what are the advantages, disadvantages and dangers. We are also questioning what the possibilities of using the ICT as a didactic tool that stimulates a child`s interest and hence more efficient learning, understanding and a higher level of knowledge. We think that digital competencies of educators in modern kindergartens are crucial. In the theoretical part we will present a didactic robot as an example of possible didactic usage of ICT and indicate possibilities of integrating it into the kindergarten`s work. We wish to establish the reactions of children on the robot as well as reactions and opinions of kindergarten teachers on possible usage of didactic robots in further work with children