Page 102 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 102
It needs to include tips for teaching strategies and provide learning assistance
in several places. It must be interactive and enable students’ active participa-
tion in acquiring knowledge. It needs to allow different ways of completing
tasks and provide instant and final feedback on one’s learning progress. And
the teacher’s role in the process is to show students what and why something
is worth knowing and how to learn it.
Cotič et al. (2011) point out - among other things - certain shortcomings
in the use of digital texts and ICT in the learning and teaching process. When
it comes to digital texts, competencies of critical reading and evaluating the
content of a text are of even greater importance for the reader. Namely, certain
differences in the communication between the author and the reader can be
seen here. The author no longer has the possibility of controlling the reader’s
choices, which makes the reader responsible for the meaning and understand-
ing of the content. Another reason for concern is that the pictorial and spatial
focus of digital texts might result in cursory reading and more associative ways
of processing texts, while hypertexts will encourage skimming through texts
and an illusion of the reader’s freedom.
102 The use of digital texts and ICT in the learning and teaching process is in a
sense an urgent response to social changes, technological progress and con-
sequent young individuals’ suitable qualifications in entering a wider scope
of social activities and the labour market. The author believes reading digital
texts and using ICT can become one of the sources of motivation for reading,
especially for students who are less motivated to read and who demonstrate
a poorer reading performance - providing it is all carefully planned in terms of
didactic and methodological elements and appropriately applied and teach-
ers are suitably trained. Such a deficit is mostly noticeable in secondary voca-
tional education and training and there is no doubt that there is much need for
additional research and expert argumentation in this field.
student (under)achievement: perspectives, approaches, challenges
in several places. It must be interactive and enable students’ active participa-
tion in acquiring knowledge. It needs to allow different ways of completing
tasks and provide instant and final feedback on one’s learning progress. And
the teacher’s role in the process is to show students what and why something
is worth knowing and how to learn it.
Cotič et al. (2011) point out - among other things - certain shortcomings
in the use of digital texts and ICT in the learning and teaching process. When
it comes to digital texts, competencies of critical reading and evaluating the
content of a text are of even greater importance for the reader. Namely, certain
differences in the communication between the author and the reader can be
seen here. The author no longer has the possibility of controlling the reader’s
choices, which makes the reader responsible for the meaning and understand-
ing of the content. Another reason for concern is that the pictorial and spatial
focus of digital texts might result in cursory reading and more associative ways
of processing texts, while hypertexts will encourage skimming through texts
and an illusion of the reader’s freedom.
102 The use of digital texts and ICT in the learning and teaching process is in a
sense an urgent response to social changes, technological progress and con-
sequent young individuals’ suitable qualifications in entering a wider scope
of social activities and the labour market. The author believes reading digital
texts and using ICT can become one of the sources of motivation for reading,
especially for students who are less motivated to read and who demonstrate
a poorer reading performance - providing it is all carefully planned in terms of
didactic and methodological elements and appropriately applied and teach-
ers are suitably trained. Such a deficit is mostly noticeable in secondary voca-
tional education and training and there is no doubt that there is much need for
additional research and expert argumentation in this field.
student (under)achievement: perspectives, approaches, challenges
