Page 207 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: Izobraževanje učiteljic in učiteljev za raziskovalno učenje in poučevanje. Ljubljana: Pedagoški inštitut, 2024. Digitalna knjižnica, Dissertationes 48

povzetki ■ summaries
pismenosti učiteljev, torej med udeleženci izobraževanja samimi, kot tudi
pri usposabljanju sodelujočih za poučevanje spretnosti digitalne pismeno-
sti. Rezultati kažejo pomen praktičnega usposabljanja, ki učiteljem omogo-
ča neposredno aplikacijo teoretičnega znanja v prakso ter izpostavlja vlogo
samorefleksije in mentorstva kot ključnih komponent v procesu profesio-
nalnega razvoja. Predlagamo nadaljnje raziskave za identifikacijo in op-
timizacijo izobraževalnih strategij, ki bi bile najučinkovitejše pri razvoju
digitalne pismenosti, s ciljem pripraviti učence na uspešno delovanje v digi-
talnem okolju, s čimer prispevamo k boljšemu razumevanju kompleksnosti
poučevanja in učenja digitalne pismenosti ter nakazujemo potrebo po ce-
lostnem pristopu k usposabljanju učiteljev na tem področju.
Ključne besede: branje na spletu, digitalna pismenost, metoda recipročnega
učenja s spleta, učenje na spletu, usposabljanje učiteljev

Web-Based Reading and Learning in Primary Education:
Pedagogical Methods and Teacher Readiness for Digital
Literacy
Maja Kerneža
This research underscores the importance of developing digital literacy
among primary-level students and the need for training educators to effec-
tively integrate digital technologies into the educational process. It high-
lights selected modes and methods that foster the knowledge and skills es-
sential for a digitally literate individual. The study introduces a method of
reciprocal web-based learning, which provides a foundation for educators
to develop digital literacy skills in students and has proven effective at the
primary education level.
The research proposes an educational program for primary-level teachers,
which has not yet been systematically observed and monitored. The find-
ings suggest that this program could significantly enhance educational out-
comes and knowledge transfer from teacher to student. In this qualitative
study, 117 students from the Elementary Education program were trained
and systematically monitored during the academic years 2021/2022 and
2022/2023, followed by unstructured interviews post-training.
Survey responses indicate that the approach presented is effective in pro-
moting digital literacy skills among educators and in preparing them to
teach these skills to their students. The results emphasize the value of practi-
cal training that allows educators to apply theoretical knowledge in practice

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