Erdélyi pedagógusok okostelefon-használata az oktatásban és a felkészülésben
Kulcsszavak:
smartphone-related learning and teachingAbsztrakt
Transylvanian Teachers’ Smartphone Use in School Related Activities
2019 teachers from Transylvanian schools teaching in grades V-VIII and IX-XII participated in our research and helped us discover the place of smartphones in education: what are the fields of application in preparation for school and during school activities, in communicating with students, and in monitoring their performance?
At the time of the survey, in Transylvania, the use of a smartphone in education was an innovation, as so far, few teachers considered it an effective learning tool despite its widespread use by both teachers and students and, as our previous research showed, students also used it in learning.
This situation changed drastically with the Covid-19 pandemic and suddenly smartphones became for some teachers and students the only way to get in touch and participate in the teaching/learning process. In this article, besides presenting the results of the research, we also try to envision its consequences on online education, forced by the pandemic.
Hivatkozások
BUDA András, 2017, Hatottak-e az IKT-eszközök a pedagógusok munkájára? Educatio – interdiszciplináris szemle azok számára, akik az oktatás társadalmi összefüggéseit keresik, 26 (2), 216–229.
COHEN, D.K. és Ball, Deborah L., 2007, Educational Innovation and the Problem of Scale. In Schneider and McDonald (eds), Scale-Up In Education, Vol. 1. Lanham, Maryland: Rowman and Littlefield, 19–36.
ELMORE, Richard, 2004, School Reform from the inside out: Policy, Practice, and Performance, Elmore, Richard F., Harvard Education Press.
Eurostat, 2015, Distribution of EU graduates by field and sex. (utolsó letöltés: 2019.03.20)
GURKA Éva és NÉMETH Adrienn és DANCS Katinka, 2019, Beszámoló a XVII. Pedagógiai Értékelési Konferenciáról, Iskolakultúra, 2019/11, 99–106. http://www.iskolakultura.hu/index.php/iskolakultura/article/view/32932 (utolsó letöltés: 2020.09.20)
HALÁSZ Gábor, 2016, Oktatási innovációk keletkezése és terjedése, Az iskolai innovációs és fejlesztő folyamatok kritikai elemzése, Elérhető: http://halaszg.elte.hu/download/Innov%C3%A1ci%C3%B3s_tanulm%C3%A1ny.pdf (letöltés időpontja: 2020.09.20)
VARGANCSIK-THÖRIK, Krisztina Iringó, 2019, Computer-related learning habits of Hungarian speaking Transylvanian youth. Journal of Applied Multimedia, 2/XIV. http://www.jampaper.eu/Jampaper_E-ARC/No._2_XIV_2019/Entries/2019/10/24_Day_of_longboarding.html (utolsó letöltés: 2019.12.20)
VARGANCSIK-THÖRIK Krisztina Iringó, 2020, Okostelefon és iskola az erdélyi tanárok szemszögéből. Symbolon – Színháztudományi Szemle, Médiatudományi Különszám, 36, 89–101. http://uartpress.ro/journals/index.php/symbolon/article/view/146 (utolsó letöltés: 2020.11.20)
WYLIE, E. Caroline, 2008, Tight but Loose Scaling Up Teacher Professional Development in Diverse Contexts, ETS, Princeton, NJ. https://onlinelibrary.wiley.com/doi/epdf/10.1002/j.2333-8504.2008.tb02115.x (utolsó letöltés: 2020.03.20).
Downloads
Megjelent
Hogyan kell idézni
Folyóirat szám
Rovat
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a CC BY Creative Commons Attribution 4.0 International License, which permits any use, reproduction, distribution, self-archiving and citation of the work as long as the authors are credited. The complete bibliographical data of Symbolon Journal must also be indicated, which you can find in the How to cite section on this page. If possible, please also place a link leading to the original publication. Copyright of articles belongs to the authors.
