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Ways of Using Textbooks and Digital Resources by Teachers and Students in the Lower Secondary Schools

100%
Červenková I., Václavík M., Sikorová Z.
The New Educational Review
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2023
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vol. 71
24-34
EN
The paper presents a research study on using teaching resources at lower secondary schools in the Moravian-Silesian Region. With regard to the massive inclusion of digital resources and learning materials of an electronic nature, the research aimed to find out which educational resources are used in teaching and how. The methods of use were deduced based on the activities the teachers induce in the lessons through these resources. A qualitatively oriented research design was used, based on in-depth semi-structured interviews with 15 lower secondary school teachers who had different lengths of experience and taught different subjects. It was found that all teachers still used the core textbook but supplemented it with other printed or digital textual resources. It was possible to describe how the teachers worked with textbooks and digital resources and capture specific styles in which they initiated instructional activities with printed and digital texts.
2
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Historické prameny ve školní výuce dějepisu ve světle empirických šetření

75%
Gracová B.
Historica: revue pro historii a příbuzné vědy (Historica: Review in history and related sciences)
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2014
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vol. 5
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issue 2
150-160
EN
The study examines the means by which historical sources are used in the school teaching of history (all within a historical context), as well as the transformation of student activities associated with these sources of information. It also touches on the state of research aimed at the teaching practice of history within German history didactics, which is the most advanced in this region, in the Czech and Polish milieu. Furthermore, it presents certain findings from the latest empirical investigations of this topic (2011–2014), in which the author either took part or initiated them. The text focuses on the analysis of three questionnaires that inquired about the sources which history teachers use most often in their lessons, information sources used for the selection of specific questions, the frequency of their inclusion and the level of assigned activities, with emphasis on modern media.
3
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Media w nauczaniu języków obcych. Koncepcje teoretyczne i wybrane rozwiązania metodyczne

75%
Zarzycka G., Katedra Lingwistyki Stosowanej i Kulturowej I. F. P., grazyna.zarzycka@wp.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2014
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vol. 21
PL
W artykule stawiam pytanie o miejsce i rolę środków masowego przekazu w nauczaniu języków obcych w epoce rewolucji językowej, wywołanej przez ekspansję mediów elektronicznych. Przedstawiam ważne głosy na ten temat ze specjalistycznych teoretycznych prac glottodydaktycznych, opublikowanych przez uznane wydawnictwa brytyjskie i amerykańskie, jak też wybrane pomysły z anglojęzycznych prac metodycznych, poświęconych użyciu technologii elektronicznych w nauczaniu języków obcych. Ważnym celem tego artykułu jest przybliżenie polskim glottodydaktykom nowych teorii, definicji i klasyfikacji mediów edukacyjnych oraz oczekiwań światowych badaczy i ich opinii (nieraz skrajnie od siebie różnych) na temat uwarunkowań dotyczących stosowania nowych mediów w pedagogice języków obcych, a także dylematów z tym związanych.
EN
In the article, I pose a question about the place and the role of media in teaching foreign languages in time of the language revolution caused by the electronic media expansion. I present experts’ opinions from theoretical works written in English as well as from methodical teacher guides devoted to using ICTs in foreign language pedagogy, both published by acknowledged British and American publishing houses. Important aim of this article is to introduce new theories, definitions and educational media’s classifications, as well as world specialists’ opinions and expectations (some of them quite opposite) on the conditions and dilemmas related to the problem of applying media to foreign language teaching.
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