slovenski

Ovire pri uporabi multimedijev v učnem procesu

Avtorja poročata o raziskavi, s katero sta ugotavljala določilnice, ki spodbujajo in ovira¬jo uporabo multimedijske tehnologije in pomembno vplivajo na kvaliteto pedagoškega dela. Ugotavlja¬ta, da potekajo razvojne tendence v izobraževanju v smeri vse večjega prenosa didaktičnih funkcij, katerih nosilci so bili učitelji, na nepersonalne multimedijske sisteme, ki ponujajo učiteljem in učencem številne spodbude za inovativno delo. Ob tem je treba pou¬dariti, da so strokovna usposobljenost učiteljev oz. njegove didaktično-metodične kompetence in pripra¬vljenost za nadaljnje izpopolnjevanje, ob potrebni predpostavki, da so šole ustrezno opremljene z naj¬novejšo multimedijsko tehnologijo, pomembni pozi¬tivni dejavniki, ki vse te procese omogočajo. Na drugi strani so ti elementi lahko močan zaviralec učne učin¬kovitosti. V šolah vseh stopenj je mogoče opaziti po¬manjkanje informacijsko komunikacijske tehnologije, zaskrbljujoča pa je nezadostna usposobljenost učite¬ljev za uporabo, implementacijo in evalvacijo le-te. This article reports on a research study, where the authors determine indicators that encour¬age and discourage multimedia technology usage that importantly affects the quality of pedagogical work. The authors found that the developmental tenden¬cies in education are oriented towards an increased transfer of didactic functions from the teacher to more impersonal multimedia systems that offer teachers and pupils numerous encouragements for innovative work. Here it is important to emphasize that the pro¬fessional training of teachers, more specifi cally, their didactic-methodological competences and readiness for further training, of course, when schools are suit¬ably updated with the newest multimedia technology, are positive factors that make these processes possi¬ble. On the other hand, these elements may be strong deterrents of teaching efficacy. At all levels in schools we can observe the lack of information communica¬tion technology and it is worrisome that the training of teachers is insufficient for the usage, implementa¬tion, and evaluation of these technologies.

multimedij; didaktične funkci¬je; učna učinkovitost; kompetence

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