Page 243 - Šolsko polje, XXVII, 2016, no. 3-4: IEA ICILS in druge sodobne teme, ur. Eva Klemenčič
P. 243
abstracts ■ povzetki
Barbara Neža Brečko
Merjenje učinkov IKT na nivoju učiteljev
z uporabo podatkov ICILS 2013
Merjeneje učinkov IKT na izobraževanje je metodološko zahtevna na
loga, saj zahteva merjenje težko izmerljivih procesov (npr. učenje in
poučevanje), vpliv učinkov pa se odraža na več nivojih, ki so med seboj so
odvisni. Za merjenje učinkov IKT v izobraževanju je bilo izdelanih ne
kaj konceptualnih teoretskih okvirov, ki pa imajo nekatere pomanjklji
vosti, zato predstavljamo nov okvir, ki omogoča uporabo kazalnikov, ki
jih je mogoče meriti z obstoječimi merskimi inštrumenti. Iz predlagane
ga konceptualnega okvira izhaja, da so pričakovani učinki uporabe IKT
spremenjene pedagoške prakse, dosežki učencev in kompetence. V priču
jočem članku se osredotočamo na učitelje in njihovo uporabo IKT pri po
učevanju. Pri tem nas zanima predvsem, kateri dejavniki vplivajo na to, da
bodo pri poučevanju uporabljali IKT, in kako se IKT povezuje s pedago
škimi praksami. V članku skušamo odgovoriti na naslednja raziskovalna
vprašanja: 1) Ali podatki ICILS 2013 omogočajo merjenje učinkov IKT
na nivoju učiteljev, 2) kateri dejavniki so povezani z in vplivajo na upora
bo IKT v razredu.
Ključne besede: učinek IKT, pedagoške prakse, učitelji, ICILS 2013
Measurement of the impact of ICT at the teaching level
using the ICILS 2013 data
Measuring the impact of ICT on education is methodologically challen
ging task, as it requires the measurement of hard measurable processes
(eg. learning and teaching), the impact of the effects are reflected at se
veral levels, which are mutually interdependent. For measuring the im
pact of ICT in education several conceptual theoretical frameworks have
been developed, but they have some shortcomings, therefore we introdu
ce a new framework, which allows the use of indicators that can be measu
red with existing measurement instruments. From the proposed concep
tual framework it can be seen that the expected effects of the use of ICT
are new pedagogicay practices, student achievements and competences. In
this article, we focus on teachers and their use of ICT in teaching. We are
interested in what factors effect the use of ICT in teaching and how ICT
relates to pedagogical practices. In this article we try to answer the fol
lowing research questions 1) Does the data from ICILS 2013 enable the
measurement of the impact of ICT on the level of teachers, 2) what factors
are associated with and influence the use of ICT in the classroom.
Key words: ICT effects, teaching practice, teachers, ICILS 2013
241
Barbara Neža Brečko
Merjenje učinkov IKT na nivoju učiteljev
z uporabo podatkov ICILS 2013
Merjeneje učinkov IKT na izobraževanje je metodološko zahtevna na
loga, saj zahteva merjenje težko izmerljivih procesov (npr. učenje in
poučevanje), vpliv učinkov pa se odraža na več nivojih, ki so med seboj so
odvisni. Za merjenje učinkov IKT v izobraževanju je bilo izdelanih ne
kaj konceptualnih teoretskih okvirov, ki pa imajo nekatere pomanjklji
vosti, zato predstavljamo nov okvir, ki omogoča uporabo kazalnikov, ki
jih je mogoče meriti z obstoječimi merskimi inštrumenti. Iz predlagane
ga konceptualnega okvira izhaja, da so pričakovani učinki uporabe IKT
spremenjene pedagoške prakse, dosežki učencev in kompetence. V priču
jočem članku se osredotočamo na učitelje in njihovo uporabo IKT pri po
učevanju. Pri tem nas zanima predvsem, kateri dejavniki vplivajo na to, da
bodo pri poučevanju uporabljali IKT, in kako se IKT povezuje s pedago
škimi praksami. V članku skušamo odgovoriti na naslednja raziskovalna
vprašanja: 1) Ali podatki ICILS 2013 omogočajo merjenje učinkov IKT
na nivoju učiteljev, 2) kateri dejavniki so povezani z in vplivajo na upora
bo IKT v razredu.
Ključne besede: učinek IKT, pedagoške prakse, učitelji, ICILS 2013
Measurement of the impact of ICT at the teaching level
using the ICILS 2013 data
Measuring the impact of ICT on education is methodologically challen
ging task, as it requires the measurement of hard measurable processes
(eg. learning and teaching), the impact of the effects are reflected at se
veral levels, which are mutually interdependent. For measuring the im
pact of ICT in education several conceptual theoretical frameworks have
been developed, but they have some shortcomings, therefore we introdu
ce a new framework, which allows the use of indicators that can be measu
red with existing measurement instruments. From the proposed concep
tual framework it can be seen that the expected effects of the use of ICT
are new pedagogicay practices, student achievements and competences. In
this article, we focus on teachers and their use of ICT in teaching. We are
interested in what factors effect the use of ICT in teaching and how ICT
relates to pedagogical practices. In this article we try to answer the fol
lowing research questions 1) Does the data from ICILS 2013 enable the
measurement of the impact of ICT on the level of teachers, 2) what factors
are associated with and influence the use of ICT in the classroom.
Key words: ICT effects, teaching practice, teachers, ICILS 2013
241
