USE OF INFORMATION COMMUNICATION TECHNOLOGY AT TEACHING IN THE FIRST AND SECOND TRIAD OF PRIMARY SCHOOL

Področje vzgoje in izobraževanja je že v preteklih desetletjih prejšnjega stoletja doživljalo velike spremembe, saj se je med drugim moralo spoprijeti z vedno večjimi zahtevami sodobne družbe, ki se nanašajo na vključevanje in vedno večjo uporabo informacijsko-komunikacijske tehnologije (v nadaljevanju IKT) v šoli. Šolstvo se je informatiziralo in sprejelo uporabo IKT kot del vsakdana, saj prav na vsa družbena področja prodirajo dosežki avtomatizacije, elektronike in kibernetike in nujno je, da se mladina na to ustrezno pripravi (Blažič idr., 2003, str. 257). Brez vključevanja IKT v različne segmente vzgoje in izobraževanja si sodobnega načina pouka in učenja torej ni več mogoče predstavljati, saj nam nudi nove možnosti preoblikovanja izobraževanja, nove zmožnosti in kapacitete za učenje, nedvomno pa učitelju tudi olajša delo. K tem novodobnim spremembam pa lahko veliko prispeva tudi izobražen in osveščen e-kompetenčni učitelj. Le takšni učitelji so lahko dandanes optimalno učinkoviti pri svojem delu, prav tako pa bodo lahko dosegali več zastavljenih ciljev (Newhouse, 2002b, povz. po Brečko in Vehovar, 2008, str. 140). V diplomskem delu je prikazana uporaba IKT pri učiteljevem delu v prvem in drugem triletju osnovne šole, in sicer učiteljev odnos do uporabe IKT v vzgojno-izobraževalnem procesu, mnenje o opremljenosti šol z IKT, pogostost uporabe IKT pri pouku in izven pouka, predmeti in dejavnosti uporabe IKT, uporaba in znanje o uporabi izbrane programske ter strojne učne opreme, uporaba e-gradiv pri pouku, predmeti, pri katerih je uporaba e-gradiv najpogostejša, usposobljenost učiteljev za delo z IKT, vloga učitelja v primerjavi z IKT in najpomembnejše prednosti, ki jih učitelji pripisujejo vključevanju in uporabi IKT v šoli.Education has faced many changes for the last decades. It had to deal with the demands of the modern society and technological progress. One of these changes is the use of information-communication technology (ICT) at school. The school system had to follow the development and accept ICT, like all other social areas. Here we can find a lot of achievements of automation, electronics and cybernetics and it is necessary for young people to learn about them. (Blažič idr., 2003, p.257) Without the use of ICT in various segment of learning process, we can hardly imagine any modern way of teaching. It offers new approach to educational changes, with many abilities and learning capacity. It facilitates teacher\u27s work. Not only modern technology, but also a properly qualified teacher can make good progress. Well educated and e-competent teachers can be optimally effective at their work and achieve their aims. (Newhouse, 2002b, summery of Brečko and Vehovar, 2008, p.140) In the diploma thesis, use of ICT at teaching in the 1st and 2nd triad is presented. Here we can find teacher\u27s attitude towards ICT use, their opinion about equipment at school, frequency of its use during lessons and outside lessons, ICT at subjects and activities, use and knowledge about programme and machine equipment, subject, where the use of ICT is more frequent, qualification of teachers and important advantages that in their opinion the use of ICT at school has