Mobilne tehnologije u nastavi

Abstract

Ovaj rad ispituje ulogu informacijsko-komunikacijske tehnologije u nastavi s naglaskom na mobilno učenje te koje su njene prednosti i nedostaci. Prikazani su neki sustavi i alati za korištenje mobilne tehnologije u nastavi, kao i različiti organizacijski modeli mobilnog učenja. Svrha provedenog istraživanja bila je ispitati stavove učitelja razredne i predmetne nastave o korištenju mobilnih tehnologija u nastavnom procesu, te ispitati postoje li značajne razlike u stavovima s obzirom na mjesto rada i osobne karakteristike ispitanika. Istraživanje je provedeno na uzorku od 148 učitelja, od čega je 47 ispitanika iz razredne nastave (31,8%) i 101 iz predmetne nastave (68,2%). Dokazano je da u samo nekoliko slučajeva postoji značajna razlika u stavovima. Učitelji predmetne nastave u češće dopuštaju učenicima korištenje mobitela u školi od učitelja razredne nastave. Također, stariji učitelji su se pokazali tolerantniji prema mobitelima u školi od mlađih učitelja, iako su kod procjene vlastitog poznavanja mobilnih tehnologija svoje znanje ocijenili znatno niže od mlađih učitelja. Značajna razlika pojavila se i kod usporedbe učitelja prema spolu. Veći broj učiteljica smatra da bi primjenjivale mobilne tehnologije u nastavi kada bi se educirale o mogućnostima istih. Time su potvrđene hipoteze da postoje razlike u stavovima s obzirom na radno mjesto i osobne karakteristike, iako ne u onolikoj mjeri koliko se očekivalo.This thesis examines the information and communication technology function within teaching, with focus on mobile learning, and its advantages and disadvantages. Some of the systems and tools for using mobile technology in teaching are shown as well as various mobile learning organization models. Purpose of the conducted research was to examine classroom and subject teachers point of view for the use of mobile technologies in teaching, and if there are significant differences between teachers considering their work place and personal characteristics. The research was conducted on a sample that consisted of 148 primary school teachers, of which 47 examinees are classroom teachers (31,8%) and 101 are subject teachers (68,2%). It has been proven that only few cases show significant difference between teachers’ viewpoints. Subject teachers more often let their students use their smartphones in school in comparison with classroom teachers. Also, older teachers turned out to be more tolerant toward using smartphones in school, even though their self-evaluation for mobile technology knowledge is significantly lower than that of younger teachers. Significant difference had also appeared while comparing teachers by their gender. More female teachers think that they would use mobile technology in their teaching more often if they could attend some educational classes considering that matter. These cases have confirmed the hypothesis which states that there are some differences in teachers’ points of view considering their work place and personal characteristics, although there are not as many as expected