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1

Międzynarodowa debata online jako projekt edukacyjny

100%

Rosalska M., Wierzbicki J.

e-mentor

|

2014

|

issue 4 (56)

31-36

EN

On-line debate is one of many proposals of using new technologies in educational process. Due to it's form, it allows to implement different educational aims. In the assumptions adopted by the authors, on-line debate is understood mainly as sharing different perspectives on analyzed phenomena and processes. The article presents the possibilities of using international on-line debate as educational project in teaching process on the level of higher education. The authors presented both theoretical and practical premises of an effective use of this form of teaching. The attention was drawn to the possibility of using this form of education in relation to the National Qualifications Framework for higher education. Exemplified by the project 'The bridge across the Atlantic', the possibilities of using on-line debate in the process of developing broadly defined students' competencies were presented. Particular attention was paid to the possibility of using on-line debate to develop information literacy, linguistic competencies, intercultural and project management competencies. The article presents experience and conclusions gained in three editions of on-line debate, in which students from Poland, USA and Canada have participated. Also, the stages of preparation, implementation and evaluation of on-line debate in the context of the rules and procedures of project management were indicated.

2

Psychologiczna gotowość nauczycieli do tworzenia efektywnego środowiska e-edukacji: koncepcja badań

80%

Kaliszewska-Czeremska K., Laconi S.

e-mentor

|

2015

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issue 4 (61)

32-37

EN

New needs of contemporary students caused by technology development and the change of the character of relations between students and teachers pose a challenge for the present-day school. Preparation of didactic staff for e-education seems to be in this context one of the most important tasks of the contemporary education system. If we want to prepare future generations of teachers to work in the dynamically changing educational reality, we need to take care of expanding the scope of competencies of this labor group. Shaping readiness to create an effective e-education environment appears to be a beneficial approach, important for both sides participating in the process of formal education. Yet, preparing an educational offer that would be adequately adjusted to the needs of particular labor group requires, in the first place, proper recognition of those needs. An accurate diagnosis of teachers' and prospective teachers' readiness to create effective e-education environments could enable optimization of actions in this area. In this article, issues connected with the preparation of teachers and prospective teachers to work in e-education have been discussed. Also, the author's proposition of a psychological examination of teachers' readiness at different stages of professional development to create effective e-education environments has been presented here.

3

Polska e-edukacja i światowy e-learning

61%

MOLGA A., WÓJTOWICZ M.

Edukacja-Technika-Informatyka

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2012

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vol. 3

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issue 2

72-81

PL

Mechanizm edukacji jest podstawowym procesem w życiu człowieka, który ma ogromny wpływ na jego rozwój. Dzięki olbrzymiemu rozwojowi technologii informacyjnej powoli tradycyjna nauka w murach szkoły zostaje wypierana przez metody nowocześniejsze, do których moŜna z powodzeniem zaliczyć e-nauczanie.

EN

The mechanism of education is a fundamental process in the life of a man who has a huge influence on his development. With the tremendous growth of information technology is slowly learning in traditional school walls is displaced by more modern methods that can successfully include e-learning.

4

Cyfryzacja edukacji w opiniach i doświadczeniach środowiska szkolnego. Wyniki badań jakościowych, maj 2017

61%

Plebańska M.

Kwartalnik Naukowy Uczelni Vistula

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2018

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issue 2(56)

217-231

PL

Wraz z upływem czasu, pojęcie ”cyfrowa szkoła” wydaje się coraz bliższe zarówno w wymiarze mentalnym, jak i systemowym. Za raportami podsumowującymi projekty, programy i dyskusje nieustanie pojawiają się pytania: Po co cyfryzować szkoły? Jak nauczyciele postrzegają proces cyfryzacji? Co na temat cyfryzacji sądzi środowisko szkolne, dyrektorzy, nauczyciele, uczniowie, rodzice? Jaki sens ma wdrożenie technologii cyfrowych w szkołach? Jak wdrażać nowe technologie edukacyjne? Aby odpowiedzieć na te pytania, nie wystarczy podsumować projekty. Potrzebne jest prowadzanie badań jakościowych koncentrujących się zarówno na warstwie narzędziowej, jak i na warstwie metodycznej cyfryzacji. W niniejszym artykule opisano wyniki badań jakościowych prowadzonych przez autorkę w 12 polskich szkołach na terenie całej Polski, prezentujących efekty cyfryzacji, opinie oraz doświadczenia wynikające z wdrożenia technologii cyfrowych w tych placówkach. Do badania wybrano szkoły, w których już wdrożono technologie cyfrowe i funkcjonują one w badanej placówce minimum 5 lat, co daje możliwość wyciągnięcia pierwszych wniosków oraz obserwacji dydaktycznych.

EN

Along with lapse of time, the term ‘digital school’ seems to be closer and closer both in mental and systems terms. Following the reports summarising projects, programmes, and discussions, there constantly emerge the questions: Why schools should be digitised? How teachers perceive the process of digitisation? What is the opinion on digitisation of the school milieu: headmasters, teachers, pupils, and parents? What is the sense of implementation of digital technologies at schools? How to implement new educational technologies? To answer these questions it is not enough to sum up projects. There is the need to carry out qualitative research focused both on the instrumental layer and on the methodological layer of digitisation. In her article, the author described findings of the qualitative research conducted by her at 12 Polish schools across Poland, presenting effects of digitisation, opinions, and experience issuing from the implementation of digital technologies at those establishments. She selected for the survey the schools where there had already been implemented digital technologies and they had been in operation at the school surveyed for at least 5 years, what provides an opportunity to draw first conclusions and didactic observations.

5

The Importance of Perception and Consciousness for E-Learning

61%

Rebolj V.

Organizacija

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2010

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vol. 43

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issue 1

21-34

EN

The article presents the results of a research on perception during the learning process of adults in a virtual environment. The aim of the research was to determine why the process of e-learning introduction in Slovenia has been slowed down. Perception and its effects upon learning are important on the conscious as well as on the unconscious level but they have not been given as much attention as in the classical learning environment. Disturbed perception which results from the lack of expertise in preparation of the e-environment is a serious obstacle for learning. The objective of the research was to find solutions for the actual teaching practice but at the same time the research emphasizes that conclusions cannot always be made on the basis of former facts about students. We have to bear in mind that the impact of technology changes the students as well. Lack of professional arguments and of good practice leads to pedagogical conservatism which can cause the school's progress, also in the area of adult education, to be directed in the opposite direction from the one required by business processes in the organizations in which the adult students come from or in which the students are employed after they finish their education.

6

REALIZACJA WDROŻENIA STRATEGII CYFRYZACJI SZKOŁY NA PRZYKŁADZIE REALIZACJI PROJEKTU STRATEGIA DLA EDUKACJI NA NOWO Z TIK W TLE

51%

Plebańska M.

Kwartalnik Naukowy Uczelni Vistula

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2017

|

issue 2(52)

176-196

PL

Celem artykułu jest prezentacja możliwości wdrożenia cyfrowych technologii w szkole na poziomie kształcenia K12. W artykule opisano praktyczne doświadczenia wynikające z realizacji projektu wdrożenia Strategii dla edukacji na Nowo z wykorzystaniem nowych technologii edukacyjnych. Przedstawiony przykład stanowić może wzorcowy schemat postępowania szkoły planującej wdrożenie oraz realizację zajęć z wykorzystaniem nowych technologii edukacyjnych.

EN

An aim of the article is to present the possibilities of implementation of digital technologies at school at the education level K12. In her article, the author described the practical experience issuing from the implementation of the project “Anew Education Strategy” with the use of new educational technologies. The presented example may be a model scheme of conduct by the school planning introduction and implementation of classes with the use of new educational technologies.

7

E-education between Pedagogical and Didactic Theory and Practice

51%

Rebolj V.

Organizacija

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2009

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vol. 42

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issue 1

10-16

EN

Education systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new challenges for the education systems to perform their tasks using advanced technology. In capacity, information technology considerably surpasses the current learning technology. Supported by Internet it creates an electronic parallel to the standard school and learning. Unfortunately there is only sporadic evidence that supported by information technology, learning and education system as a whole can be considerably improved. In spite of that, we believe there is no way back and e-education is not just a temporary whim. Even though we do not know exactly who should perform what and to which scope. The passiveness of pedagogues, the lack of empirical research and the occurring expansion of the market for e-education products without their quality assessment is not of advantage to this progress. The spread of e-education production without considering the professional opinion of pedagogues, who beside their practical work must also engage in developing their own pedagogical theory, might not benefit the existing education achievements. On the other hand, didactics can by analogy be applied also in the web environment, consequently creating the related assessment mechanisms of the electronic education elements.

8

Edukacja wspomagana e-learningiem – przykład praktyki pedagogicznej

51%

Kandzia J.

Edukacja Humanistyczna

|

2019

|

issue 2

187-197

PL

W artykule zwrócono uwagę na zmiany zachodzące w procesie edukacji. Scharakteryzowano e-ucznia, e-nauczyciela oraz ich kompetencje w kształceniu online. Przedstawiono krótką charakterystykę projektów przeprowadzonych przez Autorkę, dotyczących zastosowania platformy e-learningowej - „Z technologią informacyjną do fascynującej matematyczno-przyrodniczej krainy” oraz „Zastosowanie platformy e-learningowej do stworzenia zasobnika wiedzy dla potrzeb studentów Wydziału Nauk Pedagogicznych UKSW”.

EN

The article draws attention to changes occurring in the education process. The e-student, e-teacher and their competences in online learning were characterized. A short description of the projects carried out by the author regarding the use of the e-learning platform - "With information technology for a fascinating mathematical and natural landscape" and "The use of the e-learning platform to create a knowledge container for the needs of students of the Faculty of Pedagogical Sciences UKSW" are presented".

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