Digital Competence of Geograpy Teachers

Abstract

Ovaj rad bavi se istraživanjem digitalne kompetencije nastavnika i učitelja geografije u Republici Hrvatskoj. Ciljevi rada su utvrditi koliko su nastavnici u Republici Hrvatskoj digitalno kompetentni, jesu li nastavnici dovoljno digitalno educirani, gdje stječu svoja znanja, jesu li u tijeku s novostima u tom području te imaju li uvjete potrebne za takav način rada. Također, cilj je i ispitati stavove nastavnika o digitalizaciji u obrazovanju. U uvodnom dijelu rada definirani su pojmovi kompetencija i digitalna kompetencija kako bi se prikazala širina tih pojmova. Nakon toga dan je pregled mogućnosti digitalne edukacije nastavnika, odnosno gdje sve mogu steći takva znanja. Važan dio za one koji nisu sigurni što sve tehnologija može omogućiti u nastavi, nalazi se u poglavlju o primjeni digitalnih alata u nastavi geografije. Budući da se podosta raspravlja o negativnom utjecaju tehnologije, u radu se izdvajaju pozitivne i negativne strane digitalizacije u obrazovanju. U glavnom dijelu rada prikazano je provedeno istraživanje. Istraživanje se sastojalo od metode anketiranja i intervjuiranja. Metodom anketiranja zahvaćeni su ispitanici iz svih županija osim Požeško-slavonske. Intervjuiranje se koristilo samo kao nadopuna anketiranju, a ispitanici su svi bili s područja Grada Zagreba. Na posljetku prikazuju se rezultati istraživanja, referira se na postavljene hipoteze te daje zaključak.The theme of this paper is research of the digital competence of primary school and secondary school geography teachers in the Republic of Croatia. The goals of the paper are to determine how many teachers in the Republic of Croatia are digitally competent, whether the teachers are sufficiently digitally educated, where they acquire their knowledge, are they in touch with new trend and do they have the necessary conditions for such a way of working. Also, the goal is to examine the teachers' attitudes about digitalization in education. In the introductory part of the paper, competences and digital competences are defined in order to show the broadness of these concepts. Afterwards, an overview of the possibility of digital teacher education is provided. An important part for those who are not sure what technology can enable in teaching is found in the chapter on the application of digital tools in geography teaching. Since it is quite debatable about the negative impact of technology, positive and negative side of digitalization in education is highlighted in the paper. The main part of the paper shows the conducted research. The research consisted of the method of interviewing by online questionnaire and interviewing in person. The respondents were from all counties except the Požeško – slavonska region. Interviewing in person was used only as a supplement to the survey, and respondents were all from the City of Zagreb. Finally, the results of the research are presented, referring to the hypotheses was done the conclusion was given