VSE knjižnice (vzajemna bibliografsko-kataložna baza podatkov COBIB.SI)
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  • Educational technology and the construction of authentic learning environments [Elektronski vir] : [scientific monograph]
    Istenič, Andreja, profesor didaktike
    The book Educational Technology and the Construction of an Authentic Learning Environment at the core of educational technology sets out to improve the performance of the educational process. ... Educational technology is addressed in the global system of factors of the educational process, as it plays an important role in linking teaching in educational institutions and learning in natural environments. Educational technology enables the establishment of an authentic learning environment in three important ways: (1) the use of digital media is an authentic activity for today's generations, an authentic environment of social life, (2) due to the capabilities of modern technology, authentic learning environments can be established by connecting 'classroom' and various original environments (natural and other) and (3) a 'classroom' with all functions can be established in a variety of original environments. This paper discusses early learning, which is becoming increasingly permeated by digital technology in the primary family environment, affecting the child’s relationships, interaction content, and environment, and changing family interaction. According to research reports concern for children’s development and learning, triggers polarization, producing both advocates and opponents. Emphasizing the risks and delaying closer contact with technology neglects the opportunities of digital practices for a child’s emerging literacy and the development of learning dispositions. A fundamental challenge to inclusion is bridging the gap between digital practices as fundamental socio-cultural practices that the child learns through play. As the boundaries between traditional and digital play are blurred, digital play should also be included in the play-based kindergarten curriculum and a link between home and kindergarten should be established and maintained in partnership with parents. Among the key factors for the integration of educational technology in kindergartens are the attitudes and competencies of pedagogical staff that need to be developed in primary and lifelong learning. This book discuss possibilities for the integration of educational technology the structure of the educational process in terms of learning factors, structural and process factors of learning and subjects of the learning process, teacher and student. In the early 20th century, educational technology took on the role of aids, teaching aids, or resources. Later, under the influence of communication theories, it was conceived as a carrier or mediator of information. In both periods, it was included in the didactics among the structural components of the educational process. With the development of computer technology and under the influence of cognitive theories of learning and teaching, the consideration of gadgets has been joined by the consideration of process design and implementation. Educational technology interweaves two aspects: the aspect of using technology as a structural component and the aspect of designing the learning process (process components). This paper discusses the competencies of the 21st century, among which these two aspects form a special set of information, media and technological skills. In modern times, the prevailing discourse in the field of educational technology is the development of digital competencies of the teacher, who succeeded information literacy and a little later media literacy. The beginnings more clearly expressed the notion of autonomous literacy as a set of skills, techniques, and procedures for use in a variety of contexts and situations. Media literacy has already been addressed in social contexts in its beginnings, consistent with the social concept of literacy. The discussion of digital literacy includes two submenus: (1) conceptualization of digital literacy in the process of moving from technological and information practices to social practices and (2) transformation of original literacy with a written medium that transforms into multimodal literacy, and multiliteracy - compound literacy in social practices. The book presents the method of digital storytelling, which the author has studied in detail over the years, as an example/case study of good practice. The method of storytelling is an extended form of the method of interpretation included in various areas of the curriculum. Storytelling enables the establishment of meaning, perception and interpretation and is expressed in narrative thinking. Through storytelling, the child makes sense of and presents her experiences and views, and develops narrative thinking. In its digital form, storytelling exploits the potential of technology for multimodal expression and enables the situated development of literacy, contextualized in reflection and an identity that is increasingly associated with digital practices.
    Vrsta gradiva - znanstvena monografija ; neleposlovje za odrasle
    Izdaja - 1. izd.
    Založništvo in izdelava - Ljubljana : Fakulteta za gradbeništvo in geodezijo, 2021
    Jezik - angleški
    ISBN - 978-961-6884-71-6
    COBISS.SI-ID - 56864771

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    Repozitorij Univerze v Ljubljani – RUL
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