USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE SUBJECT LEARNING ABOUT THE ENVIRONMENT

Osnovni namen uvajanja informacijsko-komunikacijske tehnologije (v nadaljevanju IKT) v šole je zagotavljanje učinkovitejšega učenja in bolj kakovostnega znanja (Rebolj, 2008, str. 13). Poleg tega IKT zagotavlja razvijanje t. i. digitalne pismenosti, ki je postala ena izmed ključnih kompetenc na področju izobraževanja (Strategija vseživljenjskosti učenja, 2007, str. 38). Doseganje teh ciljev pri pouku nam omogočajo sodobnimi učni mediji, kot so interaktivna tabla, e-gradiva, računalnik in internet. Diplomska naloga z naslovom Uporaba informacijsko-komunikacijske tehnologije pri predmetu spoznavanje okolja v teoretičnem delu opredeli učne medije, informacijsko-komunikacijsko tehnologijo in IKT pri predmetu spoznavanje okolja. Empirični del je osredotočen na e-gradivo, sodobno IKT v vlogi učnega medija. Namen empiričnega dela v diplomski nalogi je raziskati stališča učiteljev do uporabe e-gradiv pri predmetu spoznavanje okolja, načrtovanje uporabe e-gradiv pri predmetu spoznavanje okolja in uporabo e-gradiv pri predmetu spoznavanje okolja pri učiteljih, ki so se udeležili izobraževanja »E-učna gradiva pri predmetu spoznavanje okolja v 1., 2. in 3. razredu devetletne osnovne šole«. Raziskava je pokazala, da učitelji sprejemajo e-gradivo predvsem v vlogi učnega sredstva učitelja in ga najpogosteje načrtujejo v vlogi prezentacijskega medija. Namen uporabe e-gradiva vidijo predvsem v povečanju nazornosti vsebine. Ugotovili smo, da so učitelji mnenja, da virtualni svet za učence ni bolj privlačen kot realni svet in da njen vizualni svet ne more nadomestiti aktivnega raziskovanja živega sveta. Raziskava je pokazala, da je učitelje udeležba na izobraževanju spodbudila k večji uporabi e-gradiv pri predmetu spoznavanje okolja, predvsem k predstavljenima gradivoma Distance in Nevron. Kljub temu je več kot polovica učiteljev mnenja, da bi lahko e-gradiva v pouk spoznavanje okolja vključevali v večji meri, kot ga. Učitelji so e-gradiva za spoznavanje okolja ocenili kot primerna razvojni starosti otrok in jih najpogosteje uporabljajo v fazi ponavljanja snovi, delo z e-gradivom pa organizirajo v vseh oblikah.The main purpose of introducing information and communication technology (further ICT) in schools is to provide more effective and quality knowledge (Rebolj, 2008a, p. 13). ICT also assures the development of a so-called digital literacy, which has become one of the main skills in education (‘Strategija vseživljenskosti učenja, p. 38). Modern teaching media such as interactive whiteboards, e-material, computers and the internet can be used to achieve these aims. The theoretical part of this diploma paper with the title Use of information and communication technology in the subject Learning about the Environment defines teaching media, ICT and the use of ICT in the school subject Learning about the Environment. The empirical part is focused on the e-material, modern ICT in the role of a teaching medium. The purpose of this part of the paper is to research the position of the teachers towards the use of e-material, the planning for the use of e-material and the actual use of e-material in the school subject Learning about the Environment by the teachers that participated in the seminar ‘E-material in the school subject Learning about the Environment in class 1., 2. and 3. of the nine-year basic school’. The research showed that the teachers accept the e-material mostly as a teaching device and use it mainly as a presentation medium. They see the purpose of the e-material use to increase the demonstrability of the content. We found out that the opinion of the teachers is that the virtual world is not more attractive to the pupils as the real world and the visual world cannot replace the active research of the real world. The research shows that the teachers, who participated in the seminar, were motivated to use the e-material in the subject Learning about the Environment more often as they did before, especially the use of the material Distance and Nevron, which were introduced during the seminar. Most teachers think that the e-material should be used in a greater extent as it is used. They rated the e-material for Learning about the Environment as appropriate to the developmental age of the children. They use it mainly to revise the topics with their pupils and they organize the work with e-material in all forms