Author: Kamila Majewska
Year of publication: 2018
Source: Show
Pages: 125-135
DOI Address: https://doi.org/10.15804/tner.2018.51.1.10
PDF: tner/201801/tner20180110.pdf

The article serves as a summary of one of the parts of the research carried out under the NP-2550 grant in the Department of Education and Media in Education of the Faculty of Pedagogical Sciences at Nicolaus Copernicus University in Toruń. The presented analyses concern the application of modern educational tools in the process of education. The work includes a discussion of the frequency, as well as ways, of using ICT devices by early education teachers. It shows the relationship between the presence of modern computer tools in the teaching process and the constructive-cognitive character of activities undertaken in the classroom. The research referred to was carried out among 148 teachers in the Kujawsko-Pomorskie Province. The analyses presented to the reader are mainly based on the quantitative data obtained on the basis of: knowledge and skills tests, observation, as well as surveys. The research material was supplemented with qualitative data obtained through the conducted interviews.

Brosch, A. (2014). Interactive Whiteboard - A Modern Educational Tool Or An ExpensiveGadget? [in:] Baron-Polanczyk, E. (Ed.) ICT in Educational Design. Processes, Materials5, Zielona Góra.
Bulman, G., Fairlie, W.F. (2016). Technology and Education: Computers, Software, andthe Internet [in:] Hanushek, E.A., Machin S., Woessmann L. (Ed.) Handbook of theEconomics of Education.
Baranowska, M. (2005). ICT usage in the field of Polish education - opportunities and challenges, from: http:/ /Www.origo.hu/ attached/ 20051 1 14j aranowska.pdf accessed: 2018 -01-10.
en-Hwa Hu, P., Clark, T.H.K., Ma, W.W. (2003). Examining technology acceptance by school teachers: a longitudinal study, Information @ Management 41(2), 227-241.
Johnson, M., Wood, A., Sutton, P. (2014). Digital Technologies in New Zealand School from: https://2020.org.nz/wp-content/uploads/2014/07/Digital-Technologies-in-School-2014-FINAL.pdf accessed: 2017- 12- 14.
Juszczyk, S. (2014). Ethnography of virtual phenomena and processes on the Internet, The New Educational Review 36(2), 206-216.
Juszczyk, S., Kim, Y. (2015). Social roles and Competences of the Teacher in a Virtual Classroom in Poland and Korea, The New Educational Review 42(4), 153- 164.
Juszczyk, S. (2007). Wybrane modele komunikowania (Selected model of communication) [in:] Siemieniecki, B. (Ed.), Pedagogika medialna 1 (Media Pedagogy), Warszawa: PWN.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education, Oxford review ofedacation, 38 (1), 9-24.
Maciejewska, M. (2014). Nowe technologie W szkole (NeW technologies in school) from: www.wsip.pl/upload/2014/01/Nowe-technologie-W-szkole-3.pdf accessed: 2017-12-04.

Majewska, K. (2014). The interactive whiteboard in working with learners. Unconditional love, or a result of specific actions?, Kultura i Edukacja 5 (105), 90- 100.
Majewska, K. (2016). Electronic class register in the process of teaching and upbringing [in:] Siemieniecka, D. (Ed.) New technologies in education and communication, Toruń: Wydawnictwo Naukowe UMK.
Pelgrum, W.]., Voogt, ]. (2009). School and teacher factors associated with frequency of ICT use by mathematics teachers: country comparisons, Education and information technologies 14/4, 293-308.
Puentedura, R. (2014). SAMR, A contextualized introduction, from: http://www.hippasus.com/rrpweblog/archives/2014/01/ 1 5/ SAMRABriefC ontextualizedIntro duction. pdf accessed: 2017- 12- 14.
Riasati, M.]., Allahyar, N., Tan, K.E. (2012) Technology in Language Education: Benefits and Barriers, [oarnal of Education and Practice 3(5), 25-30.
Siemieniecka, D. (2013). The PBL projects assisted by ICT: selected creative aspects [in:] Baron-Polańczyk, E. (Ed.) ICT in educational design: processes, materials, resources. Vol. 3, Zielona Gora: Oficyna Wydawnicza Uniwersytetu Zielonogórskiego.
Siemieniecka, D., Kwiatkowska, W., Majewska, K., Skibińska, M. (2017). The potential of interactive media and their relevance in the education process, International Iournal of Psycho-Educational Sciences 6 (3), 1- 10.
Siemieniecka, D., Siemieniecki, B., Rice, K., Kelly, P., (2016). Crossing borders : an exploration of educational technology in the U.S. and Poland, Toruń: Wydawnictwo Adam Marszałek.
Siemieniecki, B. (2016). New media in education: a cognitivist’s perspective. [in:]
Siemieniecka, D. (Ed.), New technologies in education and communication, Toruń: Wydawnictwo Naukowe UMK.
Siemieniecki, B., Majewska, K. (2015). Pedagogical premises of the use of tablets in the teaching process, The New Educational Review 42(4),65-74.
The Educational Research Institute (2014). Digital Reality of Polish lower secondary school students from: http://www.ibe.edu.pl/en/contact/20-english-categories/news-a-events/427-digital-reality-of-polish-lower-secondary-school-students accessed: 2018 -01-10.
OECD (2012). PISA 2012 Results in Focus from:https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf accessed: 2017- 12- 14.
U.S. Energy Information Administration, Commercial Buildings Energy Consumption Survey 2012, https://www.eia.gov/todayinenergy/detail.php?id=24812 accessed: 2018 -01-O4.
Voogt, ]., McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy?, Technology, Pedagogy and Education 26(1),69-83.
Żumarova, M. (2015). Computers and children’s leisure time, Procedia - Social and Behavioral Sciences 176,779-786.

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart

Korzystając z naszej strony, wyrażasz zgodę na wykorzystywanie przez nas plików cookies . Zaktualizowaliśmy naszą politykę przetwarzania danych osobowych (RODO). Więcej o samym RODO dowiesz się tutaj.