k 2024

The role of ICT in teaching social sciences in tertiary education

MOLDOVEANU, Mirela a Jitka CIRKLOVÁ

Základní údaje

Originální název

The role of ICT in teaching social sciences in tertiary education

Název česky

Funkce ICT ve výuce společenských věd v terciárním vzdělávání

Autoři

MOLDOVEANU, Mirela a Jitka CIRKLOVÁ

Vydání

International Lab for Innovative Social Research, 2024

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50101 Psychology

Stát vydavatele

Itálie

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Vysoká škola finanční a správní

Klíčová slova česky

ICT ve vzdělávání, digitální dovednosti, akademický výkon

Klíčová slova anglicky

ICT in education, Digital Skills, academic performance

Příznaky

Mezinárodní význam, Recenzováno
Změněno: 8. 9. 2023 07:56, Mgr. Tereza Denišová, DiS.

Anotace

V originále

ICT is increasingly becoming part of every aspect of our life, and developing digital skills becomes a personalized experience, from school training to independent practice. Using Uri Bronfenbrenner’s bioecological systems theoretical framework, this study researches the usefulness of digital tools in teaching in higher education to emphasize its complex developmental process. The study is based on quantitative and qualitative data collected in three classes of 16-31 students, with a total of 34 students involved in the final examination. In the three classes both conservative and digital teaching tools were used. Questionnaires measuring the students’ digital skills (DS), seminar assignments assessing student’s ISTE-MM digital capabilities, and semi-structured interviews with 11 students were used to investigate the impact of ICT tools in teaching on the students’ accumulation of knowledge and performance in class. The findings suggest that the students’ value ICT and non-ICT-based class activities, and for their class performance both their DS competences and teacher’s skills matter, but differently for each course, depending on the type and number of ICT-tools used, and on the students’ strengths and gaps in DS. Micro-, meso-, exo- and macro-system factors contribute to their understanding, such as student’s motivation to learn, the school’s digital infrastructure, the provided access to digital study sources, the consistent use of digital channels used in communication, and the teacher’s ability to blend different teaching methods and structure the material in an easily comprehensive manner, including non-ICT activities, are recognized by students as important factors in comprehension.