Page 374 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 374
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
snitev problematike raziskave smo pri izboru raziskovalnih člankov upo-
števali predvsem dva glavna kriterija: različnost epistemoloških osnov in
metodoloških pristopov od eksperimentalnih do fenomenoloških ter inter-
disciplinarnost raziskav od nevroedukacijskih, psiho-fizioloških, pedago-
ško-psiholoških in drugih. Izhajali smo iz dveh paradigem. Prva je usmer-
jena v psihološke, nevrološke in edukacijske vidike branja, pisanja, bralne
pismenosti in medijske večopravilnosti. Druga je paradigma utelešene ko-
gnicije, ki še posebno z digitalizacijo stopa v ospredje raziskav in omogo-
ča razumevanje sprememb, ki jih prinaša digitalizacija, in imajo tudi po-
membne implikacije za vzgojno-izobraževalno področje.
Za kritični pogled in analizo, primerjavo in združevanje ugotovitev raz-
iskav smo uporabili metodo analize, komparativno metodo in sintetično
raziskovalno metodo.
Ključne besede: pisanje, branje, večopravilnost, učna uspešnost, digitaliza-
cija
Research on the digitization of reading and writing
and media multitasking: What are the changes
in the cognitive, emotional-social and neurological areas,
as well as in learning achievements?
An important function of education in the global world is to enable stu-
dents to develop the skills and knowledge they need to participate active-
ly in an increasingly complex society, characterized by the explosion of in-
formation and the rapid development of computer and communication
technology (ICT). Digital technologies bring many new opportunities and
risks. They offer tremendous opportunities for accessing, transferring and
storing information, greater connectivity in the global community, collab-
orative knowledge creation, etc. However, we also face some risks and neg-
ative effects that require careful and scientifically supported use of digital
technology in the educational environment.
The purpose of the paper is to give a scientific understanding of the chang-
es (psychological and neurological) that digitalization brings to the school
space in the fields of reading and writing, as well as the widespread media
multitasking that have far-reaching implications for school performance
and the development of competences and how to deal with them.
The paper includes a critical review and synthesis of the findings of in-
terdisciplinary research explaining changes in cognition, emotional-social
processes and neurological correlates in the aforementioned fields of dig-
itization, and the implications of research findings for educational policy
374
snitev problematike raziskave smo pri izboru raziskovalnih člankov upo-
števali predvsem dva glavna kriterija: različnost epistemoloških osnov in
metodoloških pristopov od eksperimentalnih do fenomenoloških ter inter-
disciplinarnost raziskav od nevroedukacijskih, psiho-fizioloških, pedago-
ško-psiholoških in drugih. Izhajali smo iz dveh paradigem. Prva je usmer-
jena v psihološke, nevrološke in edukacijske vidike branja, pisanja, bralne
pismenosti in medijske večopravilnosti. Druga je paradigma utelešene ko-
gnicije, ki še posebno z digitalizacijo stopa v ospredje raziskav in omogo-
ča razumevanje sprememb, ki jih prinaša digitalizacija, in imajo tudi po-
membne implikacije za vzgojno-izobraževalno področje.
Za kritični pogled in analizo, primerjavo in združevanje ugotovitev raz-
iskav smo uporabili metodo analize, komparativno metodo in sintetično
raziskovalno metodo.
Ključne besede: pisanje, branje, večopravilnost, učna uspešnost, digitaliza-
cija
Research on the digitization of reading and writing
and media multitasking: What are the changes
in the cognitive, emotional-social and neurological areas,
as well as in learning achievements?
An important function of education in the global world is to enable stu-
dents to develop the skills and knowledge they need to participate active-
ly in an increasingly complex society, characterized by the explosion of in-
formation and the rapid development of computer and communication
technology (ICT). Digital technologies bring many new opportunities and
risks. They offer tremendous opportunities for accessing, transferring and
storing information, greater connectivity in the global community, collab-
orative knowledge creation, etc. However, we also face some risks and neg-
ative effects that require careful and scientifically supported use of digital
technology in the educational environment.
The purpose of the paper is to give a scientific understanding of the chang-
es (psychological and neurological) that digitalization brings to the school
space in the fields of reading and writing, as well as the widespread media
multitasking that have far-reaching implications for school performance
and the development of competences and how to deal with them.
The paper includes a critical review and synthesis of the findings of in-
terdisciplinary research explaining changes in cognition, emotional-social
processes and neurological correlates in the aforementioned fields of dig-
itization, and the implications of research findings for educational policy
374
