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Interest of Primary Education Teachers in Media Education and Their Attitudes Towards Further Education in Slovakia

100%
Juszczyk S., Karasová M., Jurečková M., Uhrinová M.
The New Educational Review
|
2021
|
vol. 64
208-221
EN
Within the context of lifelong learning, it is necessary for teachers to improve their competencies, including the competencies in the use of digital media. The paper presents partial results of research carried out within the VEGA 1/0913/15 project on Media Literacy of Young School-Age Children in the Context of Family and School Cooperation, while it also analyses the need to develop digital literacy, which is part of the VEGA 1/0748/20 project on Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. The empirical research had a diagnostic as well as quantitative and qualitative character. The subject of the research was media education of younger school-age pupils implemented in both formal and informal ways in Slovakia. The research involved 28 schools from all over Slovakia. The paper focuses mainly on the findings obtained from the questionnaires filled out by primary school teachers, interviews conducted with school management and content analysis of school educational programs. It focuses primarily on the interest of teachers in further training in media education.
2
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The expectations of primary, high school and university students towards ICT education

58%
Kuruliszwili S.
Edukacja Ustawiczna Dorosłych
|
2020
|
issue 3
43-56
EN
Selection of the curriculum content in information technology education is a difficult task, both due to the different range of skill levels in various groups of students and the rapid devaluation of some of the subjects. Curriculums, which usually contain generally defined content, giving the freedom of choice as to how to implement it, are developed by expert teams, not leaving much margin for the needs formulated by students. The paper attempts to discuss the process of creating information technology curricula for primary, secondary and humanities students. In the line of deliberations there is a question whether the opinion of students who articulate their expectations in this respect should be taken into account in the process of creating ICT curricula. This opinion is presented in the results of conducted research.
PL
Wybór treści programowych w edukacji informatycznej jest trudnym zadaniem, zarówno ze względu na zróżnicowany zakres poziomów umiejętności w różnych grupach uczniów, jak i szybką dewaluację niektórych zagadnień. Programy nauczania, które zazwyczaj zawierają ogólnie zdefiniowane treści, dające swobodę wyboru sposobu ich realizacji, opracowywane są przez zespoły ekspertów, nie pozostawiając dużego marginesu na formułowane przez studentów potrzeby. W artykule podjęto próbę omówienia procesu tworzenia programów nauczania informatyki dla uczniów szkół podstawowych, średnich i humanistycznych. W toku rozważań pojawia się pytanie, czy w procesie tworzenia programów nauczania ICT należy brać pod uwagę opinię uczniów, którzy wyrażają swoje oczekiwania w tym zakresie. Taka opinia znajduje odzwierciedlenie w wynikach przeprowadzonych badań.
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