Use of information and communications technology (ICT) in high school science education in Koroška

Informacijsko komunikacijska tehnologija (IKT) nas spremlja že povsod. V zadnjih letih pa se vedno bolj propagira tudi uporaba IKT pri poučevanju v šoli. Zaradi tega je IKT postala tudi predmet preučevanja raznih raziskovalcev v Sloveniji in po svetu. Z raziskavami, povezanimi z IKT v šolstvu, so se ukvarjali že v Gani, Grčiji, na Japonskem in v Maleziji. Obsežno raziskavo, trajajočo več let, na področju uporabe IKT pri poučevanju v srednjih šolah Slovenije je izvedel že Ivan Gerlič. Ugotavljal je opremljenost šol, nabor aplikacij, način uporabe in v katerih stopnjah ure učitelji največ uporabljajo IKT. V večini primerov je IKT smatrana samo kot motivirajoč dejavnik za dijake in učence, vendar ima lahko uporaba le-te veliko večji pomen, še posebej se to izrazi pri učencih s posebnimi potrebami. Namen magistrskega dela je bil ugotoviti opremljenost koroških srednjih šol z IKT tehnologijo, uporabo le-te pri naravoslovnih predmetih ter stališča učiteljev naravoslovnih predmetov do uporabe IKT pri poučevanju. Pri izvedbi ankete je sodelovalo šest srednjih šol Koroške. Z anketnim vprašalnikom smo pridobili potrebne podatke in jih potem analizirali. Ugotovila sem, da imajo učitelji v večini na voljo računalnik, projektor ter prenosne računalnike, ki pa so tudi najbolj uporabljeni IKT pripomočki pri poučevanju v zadnjih petih letih. Znanje o uporabi IKT so pridobili večinoma s samoizobraževanjem, nekaj učiteljev pa je tudi dvopredmetne vezave z informatiko. Njihov odnos do uporabe IKT pri poučevanju je zelo pozitiven. IKT predvsem uporabljajo za urejanje besedil (Word), brskanje po spletu in e-redovalnico. Večina učiteljev vidi v uporabi IKT pri poučevanju dodatno motivacijo za dijake, predvsem v uporabi merilnikov in i–table. Še vedno pa se IKT uporablja za podajanje nove snovi, zelo malo pa za ocenjevanje znanja, kar lahko povežemo tudi s tem, da so učitelji izpostavili načelo nazornosti, ki ga z uporabo IKT po njihovem mnenju najlažje dosežejo. Nihče od anketiranih ni pomislil na učence s posebnimi potrebami. Povezavo z učenci s posebnimi potrebami lahko zasledimo le pri zadnjem vprašanju, kjer je nekaj učiteljev zapisalo, da je prednost uporabe IKT pri učilih, ki manjkajo. Nekaj pa jih izpostavlja tudi problem s samim znanjem o uporabi IKT, ki se jim zdi pomanjkljiva – premalo izobraževanj na področju uporabe IKT.Nowadays, information and communication technology (ICT) is our frequent companion. In the last few years, the use of ICT is being increasingly propagated in schools and classes. As a result, ICT has become a focus for various researchers in Slovenia and around the world. ICT related research has already been conducted in Ghana, Greece, Japan and Malaysia. An extensive research, lasting for many years, and focusing on the use of ICT in Slovene high schools has already been conducted by Ivan Gerlič. He was interested in the levels of ICT equipment, the variety of applications, how they are used, and at what stages of a lesson ICT is used the most. In most cases, ICT is considered as a mere factor of motivating the pupils, despite its use can have a larger value, especially with children with special needs. The aim of this thesis is to evaluate the levels of ICT equipment in high schools in the Koroška region, its usability in natural sciences and the points of view teachers of natural sciences have on using it in education. Six high schools in the region participated in the survey. Using a questionnaire, we have gathered the relevant data and analysed it. I have realized that in most cases, teachers have stationary computers, projectors and laptops at their disposalin the last five years, these were the most used ICT accessories in education. The teachers\u27 knowledge of ICT was mainly gained through self-education, while a few teachers studied computer sciences. The teachers\u27 attitudes towards using ICT in education are positive, while most of them see an additional, motivational value for pupils, especially in the use of sensors and I-tables. ICT is still used mostly for delivering new information, but not for evaluating knowledge, which can be explained by the teachers\u27 emphasis on the vividness of ICT, easily achieved with its use. None of the respondents emphasized the use of ICT with children with special needsthe only connection was made in the last question, where a few teachers recognized the importance of ICT in place of missing teaching aids. A few teachers stressed the problem of being uninformed in the area of ICT, and having too few opportunities to attend educational ICT courses